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Communication for the deputy Head teacher


  • pg 1
                 KICK-OFF WORKSHOP

                   HELD (24TH - 25TH) JANUARY 2011

                        AT GAYAZA HIGH SCHOOL

           Fig. 1: Some of the participants of the 2011 WSWM Teachers Kick-off Workshop


SchoolNet Uganda (SNU) in partnership with the Rutgers WPF is implementing The
World Starts With Me (WSWM) program. The WSWM is an adolescent comprehensive

Sexual Reproductive Health and Rights program that is implemented in 150 secondary
schools across the country.

SchoolNet Uganda and Rutgers WPF organized a kick-off workshop for the 150 schools
in order to start off the 2011 WSWM activities. One teacher from each of the 150
participating schools was invited for the workshop.

Schools in attendance

The workshop was attended by 100 participants from 92 schools and these schools
included: Gayaza High School, Kabalega Secondary School, St. Elizabeth Secondary
School Nkoowe, Nkoowe High School, Manjasi High School- Tororo, Bishop Dunstan
Nsubuga Memorial School, Pilkington College Muguluka, Ngora Girls secondary
School, St. Steven Secondary School Soroti, Bwikya Secondary School, Kotido
Secondary Schools, Central secondary School Lira, Aidan College, Hilltop College
Nkokonjeru, Masheruka Girls Secondary School, St. Peters S.S Nsabya, St. John’s S.S.
Buwaaya, St. Balikuddembe Kisoga Secondary School, Bishop senior Secondary
School Mukono, Gulu High School, Mt. Olives College Kakiri, Bishop Tarantino College,
Aloi Secondary School, Holy Family Bushenyi, Lweru Senior Secondary School,
Nakanyonyi Girls School, Excel Boarding School, PMM Girls School, St. Mary’s College
Lacor, St. Joseph’s College Ombaci, Angel High School, Buhobe Secondary School,
Amuria Secondary School, St. Mary Magdelene Girls Secondary School, St. Peter’s
Nkokonjeru Secondary School, Masindi Secondary School, The Almond College Lira,
Rock High School, Bwera Secondary School, Dabani Girls Secondary School, Emma
High School, Kiira College Butiiki, 3R’s Secondary School Kasokoso, M.M College
Wairaka, Muni Girls Secondary School, Aringa Secondary School, Kitara Secondary
School, Holy Family Secondary School Kyamulibwa, Mt. Rwenzori Girls Secondary
School, Kakira Secondary School, Teso College Aloet, St. Joseph’s College Layibi,
Ngora High School, Stella Maris College Nsuube, High Standard Christian School
Kateera, Bukomero Secondary School, Tubur Secondary School, Kitgum
Comprehensive College, St. Maria Goretti Secondary School Katende, Pope Paul VI
Secondary School Anaka, Trinity College Gulu, Muntuyera High School, St. Andrea
Kaahwa College, Buwuule Memorial High School, St. Thomas Secondary School
Kashaki, Lira Town College, Luwero Secondary School, St. Kizito High School
Namugongo, Karambi Secondary School, Mbarara Army Boarding Secondary School,
Ndejje Secondary School, Arua Public Secondary School, Gombe Community
Polytechnic, Jinja Secondary School, Olio Community Polytechnic, Pope John Paul II
College Gulu, Comboni College, Iganga Secondary School, Bukooli College, Dr. Obote
College, Lubiri Secondary School, St. John’s Secondary School Ikumba, St. James
High School, St. Joseph’s Secondary School Naggalama, Mbale Secondary School,
Moroto High School, St. Mary’s Girls School Ediofe, Mvara Secondary School, St.
Katherine Secondary School, Busedde College, Buwagga Secondary School, SPC
Kawongo, Nyenga Secondary School.

Detailed information about the participants (names, subjects, contact information) can
be obtained from Appendix 1.

Objectives of the workshop

The objectives of the workshop were:

      To update the schools on the results of the WSWM evaluation and SNU
       strategies to implement suggestions made in the evaluation.
      To hear from the schools the challenges and achievements of the 2010 project
       cycle at the school level.
      To inspire the teachers to view Performing Arts as one way in which WSWM can
       help both the teachers and students to achieve their dreams.
      To update the schools on the suggestions for improvement of the WSWM
       implementation resulting from the 2008 WSWM process and effect evaluation.
      To update the schools on the proposed 2011 WSWM project cycle work plans.
      To update the schools on the 2010 Student Peer Educators Camp and the
       upcoming 2011 Student Peer Educators camps including sharing skits producing
       by the students at the 2010 camp.
      To provide an opportunity to the WSWM teachers to share their dreams for
       WSWM in 2015.
      To introduce the teachers to the International Collaboration through the iEARN
       international Collaboration Centre.

Day 1: (Monday 24th Jan 2011) Programme

       Time                             Activity                          By whom

8:30 – 8:45 AM    Welcome remarks and logistical issues                Ddungu R.

8:45 – 9:00 AM    Individual introductions: Name and school            Participants
                  Expectations and fears for the workshop and
                  Expectations for 2011 WSWM Project Cycle
                  (written on paper)

9:00 – 9:15 AM    Reactions to participants’ expectations and fears    Kakinda D.

9:15 -9:45 AM    Personal reflections on 2010: One challenge Participants
                 and two achievements.

9:45-10:30 AM    Workshop Objectives, Workshop Programme and Daniel
                 New Year’s inspirational messages           Kakinda

10:30- 11:00 AM Knowledge Sharing : Challenges and                 Alex Okwaput
                Achievements of the 2010 WSWM Project cycle
                at school level                                    Participants


11:30AM-         Reactions to some of the challenges of the        Daniel
12:10PM          WSWM implementation at school level               Kakinda

12:10 –          Key note address: WSWM adaptation for the         Winnie
12:45PM          young positives                                   Nansumba

12:45 -1:00PM    Media Review – “The Gained Hope”                  Kakinda

1:00-2:00PM      LUNCH BREAK & LUNCH

2:00-            Virtual presentation: Inspiring WSWM teachers Nathan Zaake
3:00 PM          and students to achieve their dreams through
                 Performing Arts

3:00 -4:00PM     Presentation: Suggestions for improvement of      Daniel
                 the WSWM implementation resulting from the        Kakinda
                 2008 WSWM process and effect evaluation

4:00 -5:00PM     Work plans for the 2011 WSWM project cycle        Kakinda


(8:30 – 8:45) AM: Opening remarks by Ronald Ddungu, Deputy Head teacher of
the host school

Ronald Ddungu welcomed the participants for the workshop and thanked them for
sparing their time to come and attend the workshop. He said that because of the UNEB
exams that were being marked, the participants had to observe the following:

          To put on their name tags at all the times.
          To operate within the gazette areas i.e. the dormitory, Computer lab and the
           dinning place.
          To keep their phones off.
          The school nurse was available in case of sickness though she can only handle
           First AID issues and minor sicknesses.

(8:45 – 9:00) AM: Individual introductions: Name, school, expectations and fears
for the workshop. (Session was facilitated by Daniel Kakinda)

Daniel welcomed the participants for the workshop and requested the participants to
introduce themselves just name and school but write down their expectations and fears
for the workshop and their expectation for the 2011 WSWM project cycle on papers
which were to be collected by the facilitators.

(i)        Participants’ expectations from workshop

The following were some of the participants’ expectations from the workshop.

          To learn from colleagues how they were progressing with the WSWM in their
          To get more knowledge about the WSWM.
          To socialize, network and make new friends.
          To share knowledge and experiences.
          To get transport refund.
          To get the money for the exhibition.
          Good time management.
          To share and reflect on the 2010 achievements and challenges.
          To get new techniques of handling the WSWM program.
          To preview the lessons learnt in the 2010 project cycle.
          To get a training manual.
          To learn how to sing the WSWM anthem.

(ii)       Participants fears for the workshops

Below were the participants’ fears for the workshop

          Long speeches.
          Too many restrictions i.e. not being allowed to use phones and to move around.
          The transport refund might be too little.
          The program being too tight and packed.

           Time not being enough for the workshop.
           Fear of getting Malaria due the very many mosquitoes.
           Not adhering to the planned program for the workshop.
           The presence of the UNEB group not giving participants time to interact freely
            since movements were limited.
           Being on the receiving end.
           Finishing the activities late i.e. 7 PM.
           Having too little to share with the other colleagues.
           Low turn up of participants.
           Too much pressure on the participants.
           Not getting anything new apart from the usual.

(iii)       Participants’ expectations from 2011WSWM project cycle

The following were the participants’ expectations from the 2011 WSWM project cycle

           More visits by SNU to the schools.
           Sending the WSWM teachers’ facilitation money for the exhibitions not through
            the school account.
           Training the teachers who are conducting WSWM but are not yet trained as
            WSWM teachers.
           Attendance of all the school exhibitions by the WSWM coordinating team.
           Intensively implement the WSWM program at both school and national level.
           Include new lessons on the current issues like drug abuse, alcoholism, human
            sacrifice, domestic violence etc.
           Get more materials for the implementation of the WSWM especially the
           Know the new plans of the WSWM in 2011.
           Recruit new schools.
           Better coordination and facilitation from SNU team.
           Manage the WSWM against the many programs in the school i.e. the double
            shift, large numbers, PIASCY etc.
           Do a refresher course for the WSWM teachers.
           Effective communication within the WSWM family.
           Hearing and learning new innovations in the WSWM.
           Provide more funding for the exhibition
           Bring teachers’ colleagues (other school staff members) on board.
           Serious monitoring of the program in the schools.

(9:00 – 9:15) AM: Reactions to the participants’ expectations and fears
(Session was facilitated by Daniel Kakinda)

Daniel responded to some of the participants’ expectations and fears as below:

(i)     On the issue of socializing and networking

Reaction: One of the main objectives of the workshop was to give the participants a
chance to network therefore participants should use their free time for networking and
broadening their networks.

(ii)    On the issue of getting more knowledge and quality training

Reaction: The workshop was not a training workshop but a knowledge sharing
workshop and for discussing the way forward for 2011.

(iii)   On the issue of sharing challenges and achievements

 Reaction: Sharing challenges and achievements was one of the objectives of the
workshop and challenges and achievements at a personal level, school level and
national level were to be shared in the workshop.

(iv)    On the issue of transport refund

Reaction: Transport refund was to be given according to what was specified in the
invitation letter to each school.

(v)     On the issue of good time management and adherence to the planned time table

 Reaction: The programme was to keep growing according to the needs of the

(vi)    On the issue of receiving money for the facilitation of 2010 exhibition

Reaction: The money for the exhibition was to be given to those participants who have
already submitted in their exhibition by the end of Day 1 of the workshop. Schools that
were not able to the exhibition last year were encouraged to carry out the exhibition in
first term 2011. Their facilitation money would be given as soon as they hand in the
exhibition reports.

(vii)   On the issue of an update on the 2011 plans and strategies

Reaction: The plans for the 2011 WSWM project cycle were to be discussed within the

(viii)       On the issue of acquiring computer skills

Reaction: Participants were advised to make use of the computers during their free time
for peer-to-peer learning and teaching. The computer lab was to remain open up to
10pm in the night

(ix)         On the issue of sending the money not through the school account

Reaction: Whether the money is sent to the school account or to the teacher’s personal
account depends on the purpose of the money; the money for facilitation of the
exhibition is sent directly to the WSWM teachers while the money for the teachers’ and
parents’ seminars is sent to the school account.

(x)          On the issue of having too little to share with the other colleagues

Reaction: No one knows too little to teach others and no one knows too much not to
learn from others. You may never know that little you decide to share is what everyone
else has been waiting to hear.

(xi)         On the issue of not hearing anything new apart from the usual

Reaction: You will always hear the usual things but the most important is what you are
learning from those usual things and just to assure you that there are new things for you
in this particular workshop.

(9:15 – 9:45)AM: Personal reflections on the year 2010
(Session was facilitated by the participants)

Daniel asked the participants to write in their note books:

       (i) One challenge they faced at personal level in 2010.
       (ii) Two achievements they made at a personal level in 2010.

On a voluntary basis, some of the participants were asked to share what they had
written in their note books.

       (i)      Challenges that the participants faced in 2010

Below are some of the personal challenges that participants shared:

      My expenditure was overweighing my income.
      Changing from one type of work to another type of work.
      Meeting the deadline for my children’s school fees.
      My expenditure was too much and my friends complained so I was forced to
       open up a savings account.
      I was teaching at a private school and because I had issues with the head
       teacher I was forced to leave the school. I got another job at a private school
       though I am not yet on pay roll.

(ii) Participants’ achievements in 2010

The following are the some of the personal achievements that the participants shared:

      I passed all my exams in computer studies.
      I got myself a son.
      I officially got married and my wife is expecting a child.
      I was awarded a certificate of being the best educator in Kiboga District by
      I bought a piece of land.
       I constructed a house.
      I represented the Eastern Region at the OAU summit in the field of
      I successfully completed my Diploma course in IT.
      I had been applying to be an examiner and I was not getting through but this time
       I was made the chief examiner and yet it is my first time.
      I bought a new car.
      With the knowledge of WSWM, I was sponsored to go to Kenya for two weeks
       under Reproductive Health Uganda.

Daniel told the participants that it was important for them to reflect on their challenges
but should not dual much on them and should never criticize or blame themselves for
the challenges they encounter in life. However they should also celebrate their
achievements however small they may look. Success is a summation of small
achievements made day in and day out.

(9:45- 10:30) AM: Workshop Objectives, Workshop Programme and New Year’s
inspirational messages: (Session was facilitated by Daniel Kakinda)

(i)     Workshop objectives and workshop programme

Daniel went through the workshop objectives and the workshop programme and said
that the program was to be adjusted according to the needs of the participants.

(ii)    Reality on the ground

Daniel showed and read to the participants a Monitor Newspaper article
(http://www.monitor.co.ug/News/National/-/688334/1092056/-/ciro9bz/-/index.html ) that
said that “No jobs for the 1,600 fresh graduate teachers” from Makerere University
and cautioned them to guard their jobs jealously because there are many people who
are out there wishing they had their jobs.

“If you want to know how important your job is, just imagine what you would be without
it”, Daniel added.

(iii)   Daniel’s new year inspirational messages to the participants

As part of his new year’s inspiration message to the participants Daniel played for the
participants the video clip of the “I will be a humming bird” by Wangari Maathai
(http://www.youtube.com/watch?v=IGMW6YWjMxw ) and showed a PowerPoint slide of
the “Story of the rebirth of the Eagle” (http://dalycollege.org/eagle.pps )

1)      “I will be a humming bird” by Wangari Maathai
        (http://www.youtube.com/watch?v=IGMW6YWjMxw )

It is a story of a big forest being consumed by a big fire. All the animals come out and
are being transfixed as they watched the forest burning. They feel overwhelmed and
powerless except for the hummingbird which says “I am going to do something about
the fire” It flies to the nearest stream, picks a drop of water and puts it on the fire. It goes
up and down as fast as it can bringing a small drop of water and puts it on fire.
Meanwhile all the other animals, much bigger animals like the elephant with big trunk
which could bring much more water were standing there helpless and saying to the
hummingbird: “What do you think you can do to this big fire? Your wings are too little
and your beak is too small. You can only bring small water at a time” As they continue
discouraging it, the hummingbird without wasting anytime turns to them and says: “I am
doing the best I can”

2)      The story of the rebirth of the Eagle ((http://dalycollege.org/eagle.pps ).

The eagle has a lifespan of 70 years but to live till 70 years, it has to pass though a hard
decision. After 40 years, its talons become weak and can’t grab prey. It’s long and sharp
beak also becomes bent. Its thick feathers become stuck to chest due to heavy wings
and can’t fly freely. Then Eagle is then left only two options: either die or pass through a
painful process of the changes, which lasts 5 months. For new life, the eagle makes
one hard decision. It flies on top of a mountain and sits on nest. Then Eagle strikes its
beak against a rock and knocks it off. After that it waits for new beak to grow. Then it
starts plucking out its talons. New talons grow back. Then it plucks its old and thick
feathers. When the painful process is completed and it has to wait for 5 months to
recover and after that it can make its fly to sky and can enjoy new birth. Then it can live
30 years more.

As a way of harmonizing, Daniel told the participants that in order to overcome the
challenges that they had wrote in their notebooks, they need to make some hard
decisions just like the eagle. Sometimes the changes needed are just as small as just
change in attitude.

“Like the humming bird, we always need to do the best we can despite the
discouragement from our peers. The highest level of madness is for us to do the same
things, the same way, many times and expect different results” Daniel concluded.

(10:30 – 11:00): Knowledge Sharing: Challenges and Achievements of the 2010
WSWM Project cycle at school level (Session was facilitated by Alex Okwaput)

Alex gave participants 10 minutes to write down in their notebooks

(i)    Four (4) outstanding achievements that they had made in 2010 in line with the
       WSWM implementation at their schools.

(ii)    Four (4) outstanding challenges that they faced in line with WSWM with WSWM
       implementation at their schools explaining how they can overcome one of those

At a plenary session, some of the participants were asked to share with the rest of the
participants what they had written down and for the facilitators collected the
achievements and challenges that the participants had written down.

Below are the achievements and challenges in each of the some of the schools

No.    School            2010 WSWM Achievements & Challenges

1.     Karambi SS        Achievements         Training own in-school student peer


                                           Held a WSWM teachers’ workshop
                                            whereby the Head teacher was the lead
                                            facilitator. The school subsidized the funds
                                            from SchoolNet.

                         Challenges        WSWM students were desperate for an

                                           The Director of Studies (DOS) scrapped
                                            the WSWM from the timetable

                                           Lack of electricity to use the available
                                            computers for WSWM

2.   St. Katherine   S S Achievements      Exhibiting at the end of the year.

                                           Training the students in the other skills
                                            beyond the curriculum e.g. opening a club

                                           Integrating WSWM with PIASCY.

                         Challenges        Boredom of teaching the students in the
                                            usual way by using the manual instead of
                                            the digital form.

                                           Inability to be creative enough.

                                           Poor attitude of the students towards the
                                            local exhibition since they were used to
                                            going out to other schools

3.   Bukomero SS         Achievements      WSWM was voted as the best performing
                                            club in the whole school.

                                           Changed from using the manual to the
                                            CD-based version and this increased
                                            students’ interest in the club.

                                           School was selected by SchoolNet
                                            Uganda to host the visit by the European

                         Challenges        The computer lab is not open most of the

                                      Lack of skills of acquiring useful content
                                       from the internet to enhance the WSWM

                                      Balancing time between school activities,
                                       WSWM and personal activities

4.   Comboni        Achievements      Incorporating all the other clubs in the
     College Gulu                      WSWM activities.

                                      Organizing the WSWM exhibition as a club
                                       day where 17 clubs participated and the
                                       themes were picked from the WSWM

                                      WSWM teacher appointed as assistant
                                       career teacher and school counselor

                                      PIASCY taken over by WSWM.

                    Challenges        Students want an exhibition outside their
                                      Lack of a student Peer Educator

                                      Failed to complete all the WSWM lessons
                                       to the many school responsibilities.

5.   Iganga SS      Achievements      Increased students’ interest in the WSWM
                                       program leading to the expansion of the
                                       members across all classes.

                                      Creativity among the students especially in
                                       poems and skit production..

                                      Teachers and parents are aware of the

                                      Desire and readiness to reach out to the
                                       community by the members.

                                      Went out to St. Noah as part of the many
                                       clubs delivering the sexuality messages
                                       with Straight Talk, PIASCY etc.

                                      Emerged 2nd in the school inter-club

                Challenges        Tight school program.

                                  Lack of video and photographic
                                   documentation due to lack of cameras.

                                  Few peer educators and most of them
                                   were candidates.

                                  The internal exhibition de-motivated the

                Achievements      School trained 3 Student Peer Educators
                                   and SNU also trained one.
6.   Busedde
     College                      WSWM students can at least now use a
                                   computer and many students have picked
                                   interest in the club.

                                  School is now linked to another school in

                                  WSWM teacher is now also the patron of
                                   two other clubs.

                Challenges        Did not exhibit due to limited resources
                                   and the death of the other WSWM teacher.

                                  Limited computers and no Internet.

                                  No physical school visits by SNU.

7.   Bwera SS   Achievements      Administration supported the WSWM
                                   activities by allocating time and funds

                                  Held the staff sensitization workshop
                                   which was supported and attended by

                                  Two teachers were trained by SNU to
                                   replace those who were transferred.

                                  WSWM teacher purchased a digital
                                   camera to document the WSWM activities.

                Challenges        Limited time to complete the WSWM

                                   Some students ignore the WSWM since it
                                    isn’t examinable especially the S4’s, S5’s
                                    and S6’s.

                                   Exhibition was not held because of the

                                   Parents are not yet brought on board.

                                   Lack of enough staff manpower.

                                   Lacked skills of editing the video recording
                                    of the teachers’ workshop.

8.   Dr. Obote   Achievements      Organized for the exhibitions and all the
     College                        invited schools turned up though with little

                                   Awarded certificates of completion to the
                                    WSWM members.

                                   Wrote a proposal to the school
                                    administration to be funded in protecting
                                    the school environment through the
                                    planting of trees and beautifying it with
                                    flowers and it was approved.

                                   Club members learnt the WSWM anthem
                                    so well the Student Peer Educator was
                                    requested by a sister school to go and talk
                                    to their students.

                                   Coordinated with the PIASCY patron and
                                    had a talking compound.

                 Challenges        Too many clubs have mushroomed
                                    making it difficult for the administration to
                                    fund all the clubs

                                   School has one WSWM who in addition
                                    has too many responsibilities in the school
                                    which makes running of the club difficult.

                                   Request to SNU to train one more teacher
                                    to run the program has not been
                                    responded to.

                                   SNU didn’t send anyone on the exhibition

9.   The Almond        Achievements      The Student Peer Educator was of great
     College Lira                         help and trained the new members.

                                         The WSWM is a very active club among all
                                          the other clubs.

                                         The exhibition was done.

                                         New members have gained more sexuality
                                          knowledge and hence there is improved

                       Challenges        WSWM teacher had an operation and
                                          hence failed to conduct all the lessons.

                                         No motivation yet from the school

                                         The Student Peer Educator left the school
                                          after S4.

                                         Lack of computers to ease work by using
                                          the computer version of WSWM curriculum

10   Pope John         Achievements      Increased number of students in WSWM.
     Paul II College
                                         Reduction in the number of students
                                          dropping out of school as a result of

                                         Creation of a good relationship between
                                          the school and the community.

                                         Increased support from the school
                                          administration in terms of funding

                       Challenges        Inadequate time to complete the WSWM

                                         Lack of computers

                                         Inadequate funding.

                                         Limited support from the other teachers

11   3R’s SS       Achievements      Successfully conducted a WSWM Parents'
     Kasokoso                         seminar.

                                     Held a successful exhibition where head
                                      teachers of the surrounding primary
                                      schools and their students were invited

                   Challenges        Inviting the teachers to be part of WSWM.

                                     Lack of electricity.

                                     Organizing the exhibition was difficult as
                                      SNU didn’t send the money.

12   Bukooli       Achievements      There is overwhelming desire by the
     College                          students to join the WSWM club.

                                     There has been positive behavioral
                                      change and improved language skills
                                      among the students.

                   Challenges        Misinterpretation of the club by some
                                      teachers and parents.

                                     Inadequate skills to run the club since the
                                      teacher had not been trained.

                                     Only two computers out of           28 are
                                      connected to the Internet

13   Moroto High   Achievements      All lessons were covered          and    the
     School                           exhibition was carried out

                                     Learners are still very interested in the

                                     The student peer educator is very active.

                   Challenges        No physical school visits from SNU.

                                     Power failures and school busy schedules

                                     Other more interesting programs for the
                                      youth at school e.g. Kids league where
                                      students are given some 5000/=.

14   Kabalega SS   Achievements      Just got a new but supportive Head

     Masindi                          WSWM teacher has now got a personal
                                       Internet and receives email communication
                                       from SNU

                   Challenges      School Internet connection broke down and
                                   was not re-installed

15   St. James High Achievements      The WSWM project has improved
     School,                           discipline among the students and the
     Nansana                           relationship between the teachers and
                                       students. The students are now open to
                                       the teachers.

                                      The school has acquired electricity to
                                       boast the WSWM activities.

                   Challenges      The student peer educator became pregnant
                                   which was a big blow but the school
                                   administrators managed to handle the

16   St. Thomas    Achievements       Conducted a teachers’ seminar which
     Aquinas S.S                       changed teachers' attitude toward WSWM
     Kishaki                           sexuality education.

                                      Organized counseling sessions.

                                      Incorporated the WSWM lessons in a
                                       classroom teaching.

                   Challenges         Little logistical support from the school

                                      Failed to send a student to be trained as a
                                       peer educator

17   Gulu High     Achievements       Enrolled more students in the club.
                                      Carried out the exhibition on the school
                                       open day

                   Challenges         Many clubs within the school competing
                                       for the same time.

                                      Lack of financial support from the school

                                        No computers available to play the CDs
                                         and DVDs which are given by SNU

                                        No student peer educators.

18   St. Josephs’     Achievements      Big enrollment of students in the WSWM
     College Layibi                      club

                                        Getting the school employ a qualified

                      Challenges        Too many extra activities and

                                        Disappointment of students because there
                                         is no external exhibition.

                                        Only one WSWM teacher.

                                        Inability to complete all the WSWM

19   M.M College      Achievements      Trained new Student peer educators
                                        Sensitization of teachers about the WSWM

                                        Communication of WSWM issues on
                                         weekly assemblies.

                      Challenges        The WSWM patron was promoted and left
                                         the school.

                                        Inadequate computers.

                                        Academic oriented time table of the

20   Arua Public      Achievements      Conducted both the WSWM teachers’
     School                              sensitization workshop and WSWM
                                         parents’ sensitization workshop

                                        Had one student peer educator trained by

                                        Sharing experiences of WSWM with
                                         neighboring schools.

                                        Full support from the school in facilitating
                                        the workshops and acquisition of

                     Challenges        Teachers not implementing the program
                                        as they thought they were going to receive
                                        an allowance for attending the seminar.

                                       Some teachers still oppose sexuality
                                        education in schools.

                                       Inadequate time for the program.

21   St. Elizabeth   Achievements      Knowledge sharing between old and new
     Nkoowe                             members.

                                       Increased number of students joining the
                                        club and improved behaviour of the club

                     Challenges        New Head teacher not yet brought on

                                       Shortage of computers for the students to
                                        acquire computer skills.

                                       Very tight academically oriented timetable

22   Ngora High      Achievements      Rebirth of the project by introducing it to
     School                             the S1s.

                                       The WSWM club now makes
                                        presentations at assemblies and at the
                                        AGM (Annual General Meetings)

                                       Planting of flowers. The WSWM club
                                        launched the flower project together with
                                        the Peace club

                     Challenges        Poor technology i.e. no DVD players, No
                                        TV and constant power shortages.

                                       No Counselor i.e. the Counselor who was
                                        trained left the school.

                                       Few WSWM manuals i.e. the students are
                                        many and have to share.

23   Kakira SS       Achievements      Students have a positive attitude towards
                                        the club.

                                       The student peer educator has been very

                                       Internet connection was approved by the
                                        manager of Kakira Sugar Ltd.

                                       WSWM is timetabled and there is a
                                        WSWM banner

                     Challenges        Failing to use the technology to
                                        disseminate information to the learners.

                                       Failed to exhibit.

                                       Only one student peer educator trained.

24   Holy family     Achievements      Conducted a WSWM teacher seminar.
                                       Trained student peer educators.

                                       Acquired some computers from SNU

                     Challenges        Some teachers show no interest in the

                                       The WSWM program isn’t allocated time
                                        on the time table.

                                       Lack of Internet

                                       Competition from the other clubs

25   St. Mary’s      Achievements      Completing all the lessons in time.
                                       Carrying out the exhibition
     Girls’ School
                                       Getting involved in beautifying            the
                                        compound as part of health.

                                       Swearing in and hand over of the WSWM

                     Challenges        Competition with the other clubs on the
                                        exhibition day.

                                       Insufficient funds to run the program at

                                       Lack of a trained student peer educator

                                       Lack of computers and other ICT gargets
                                        to aid in the conducting of lessons like the
                                        CDs and DVD players.

26   St. Mary’s      Achievements      Awarded     certificates   to   the   trained
     Ediofe Girls                       students.
     S.S Arua
                                       Finished the curriculum in time

                                       Had VCT for over 500 students and all of
                                        them were negative

                                       Close relationship between students and
                                        the WSWM teacher

                     Challenges        Some WSWM students were involved in
                                        indiscipline cases.

                                       Meeting time for the club coincides with
                                        the meeting time of the other clubs.

                                       Trained student peer educators completed
                                        the school.

                                       No physical school visits by WSWM core

                                       Students don’t keep records of what is

27   St. Maria       Achievements      The school hosted an exhibition and
     Gorette S.S.S                      several schools attended.
                                       WSWM is time tabled for streams S1, S2
                                        and S3 for 40 minutes every week.

                                       Peer trainers are the teachers i.e. have a
                                        teacher for every stream.

                                       The head mistress supports the club and
                                        has always been at the fore front.

                                       The WSWM has bridged the gap between
                                        the teachers and the students.

                     Challenges        Lack of enough equipment to use in the
                                        teaching of all the streams.

                                       Some of the teachers who dodge the
                                        WSWM lessons end up losing their
                                        money. 5000/= is deducted when one
                                        misses a single lesson and this creates a
                                        negative attitude towards the club.

28   Kitara SS       Achievements      More teachers now on board after the
     Hoima                              WSWM teachers’ workshop which
                                        sensitized the teachers about the program.

                                       Through SNU, the school acquired some
                                        computers and the students and teachers
                                        are learning from them.

                                       Report making using the computers for a
                                        section of the school.

                                       The WSWM teacher is in charge of the
                                        computers and used them to create
                                        awareness for the exhibition.

                                       Collaboration with the other clubs like

                     Challenges        DVDs failed to open.

                                       No Internet

                                       The trained student peer educator
                                        completed school.

29   Bishop          Achievements   Held the exhibitions
     Memorial Sch.   Challenges     School uses a generator for the computers
     Kalangala                      which is very costly

30   Kitgum        Achievements        Students find WSWM more interesting and
     comprehensive                      lively.
                                       The school managed to send a student to
                                        be trained as a student peer educator.

                                       Completed the 14 lessons in the


                       Challenges        Time for the WSWM is always limited in
                                          the school.

                                         School administration needs to be brought
                                          on board.

                                         Lack of ICT to help in the effective
                                          conduction of the WSWM

31   Tubur S S         Achievements   The students were very inspiring given by the
                                      pieces of work that they produced.

                       Challenges        School administration not yet on board

                                         No ICT facilities to view the DVDs

                                         Only one trained WSWM teacher

32   St. John’s        Achievements      The increasing number of students in the
     Ikumba                               WSWM

                                         Conducted the teachers’ workshop though
                                          most of the teachers didn’t attend.

                       Challenges     Little time for the WSWM curriculum

33   Kotido            Achievements   WSWM done by all S1s
     School            Challenges        High turnover of Head teachers in the last
                                          three years.

                                         Only one trained WSWM teacher

                                         WSWM isn’t time tabled and there is no
                                          time except on Saturdays.

                                         The school was involved in a strike which
                                          affected most of the activities.

                                         There was no exhibition.

                                         No physical school visits by the WSWM
                                          core team members.

34   Hilltop College   Achievements      WSWM is on the time table for the S1s

     Nkokonjeru                         Involvement of the PTA in the
                                         implementation of the WSWM

                                        School administration providing some of
                                         the materials

                                        Another WSWM teacher was trained

                      Challenges        Some of the WSWM teachers                 got
                                         Government jobs and left the school.

                                        The introduction of so many programs in
                                         the school with similar objectives like

35   St. Joseph’s     Achievements      Organized an exhibition to the parents and
     College                             teachers.
                                        Recruited more students for the club.

                      Challenges        Unable to organize an outreach program

                                        SNU team did not attend the exhibition.

                                        Cost sharing with SNU

36   St. Steven       Achievements   One WSWM teacher was trained in Dec 2010
     School           Challenges     Two trained WSWM left the school

37   Mutuyera High    Achievements      Recorded students’ testimonies
     school Kitunga
                                        The WSWM Peer educator became the
                                         Head prefect.

                                        Had exchange visit with Bweranyangi Girls

                      Challenges        Curriculum wasn’t completed due to
                                         limited time

                                        Exhibition wasn’t done.

                                        Information regarding who are HIV+
                                         students is hidden from the teachers.

                                       The head teacher was transferred and it
                                        seems that we are starting again.

                                       PIASCY is political and enforced by

38   Bwikya SS       Achievements      Experienced a number of students
                                        opening up like one girl with HIV who
                                        came for advice.

                                       Brought more students on board

                                       Completed the curriculum in time.

                                       Hard working WSWM teachers, supportive
                                        administration and support from SNU.

                     Challenges        The double shift method made WSWM
                                        work on a very tight schedule.

                                       Lack of ICT equipment to use especially
                                        cameras to document the exhibition.

                                       Lack of Internet in the school.

39   St. Adrea S.S   Achievements      Increased number of students in the club

                                       Worked with other clubs like Straight Talk

                                       WSWM is the most active club in the

                     Challenges        Failed to exhibit because of the exams.
                                       Lack of computers

40   Pope Paul IV    Achievements      The club is the most active club in school
     SS Anaka
                                       Support from the school.

                                       The number of students increased from 70
                                        to 120.

                                       Good performance in skits

                     Challenges        Movement of students to other schools.

                                       Insufficient funds to run the activities.

                                     Little time for the club.

41   Masindi S S   Achievements      The teachers’ WSWM seminar was
                                      conducted and out of the 50 teachers, 29
                                      turned up.

                                     A student peer educator was trained by

                                     The school has installed Internet.

                                     Students are more interested in the
                                      WSWM than in the other clubs.

                   Challenges        Didn’t complete the curriculum because
                                      the students made a strike in second term
                                      and as a result the computer lab was

                                     The exhibition was not carried out.

                                     The head teacher was transferred to
                                      another school.

42   Amuria SS     Achievements      WSWM passes on information to teachers
                                      and students at school assemblies through
                                      poems and Drama.

                                     Conducted a teachers’ sensitization

                                     Held the WSWM exhibition.

                                     Sent one student to be trained as a
                                      Student peer educator.

                   Challenges        Little time during assemblies.

                                     Financial constraints and lack of power

                                     Other school programs

43   Olio          Achievements      Exhibited to the students and parents.
                                     WSWM teacher emerged the best teacher
                                      of the year whereby got a certificate of
                                      merit and also a financial reward.

                  Challenges        Convincing the school administration to
                                     carry fund the exhibition because the
                                     funding has always been done by

                                    Students wanted the usual exhibition i.e. to
                                     go to the other schools.

44   Pilkington   Achievements      Trained 120 student peer educators (1
     College                         student peer educator per 10 students).
                                    Sharing experience with the neighboring
                                     schools on reproductive Health.

                                    Allocation of the WSWM on the time table.

                                    Dissemination of WSWM messages on

                  Challenges        Lack of enough equipment for training

                                    Lack of school visits by SNU.

                                    Didn’t conduct the exhibition.

                                    Lack of computers to carry on the program

45   Muni Girls   Achievements      The number of pregnancies in the school

                                    Many students went for VCT.

                                    The young positives became more
                                     comfortable and freely related with the

                                    Students respond quickly to the lessons
                                     and even demand for more.

                                    Most successful exhibition which was
                                     carried out in 2nd term on the visitation

                  Challenges        Additional work load with little token given
                                     by the school for extra work.

                                    Some students ask many questions but
                                        with the aim of engaging in risky behavior.

                                       Lack of Internet and regular power supply.

46   Masheruka       Achievements      Recruited more members up to 58.
     Girls SS
                                       Covered WSWM lessons up to lesson 10

                                       Conducted a one day WSWM teachers’

                     Challenges        Did not hold an exhibition at school level.

                                       Failed to send a student for the student
                                        peer educators’ camp.

                                       Failed to send a teacher to be trained in
                                        December 2010

47   Angel High      Achievements      Improved discipline in the school.
                                       Helped the students to open up.

                                       WSWM promoted to the post of a Head

                     Challenges        Tight school time table.

                                       Lack of computers in the school

                                       Some WSWM students changed to other

48   St. Mary’s      Achievements      Conducted a staff sensitization meeting
     College Lacor                      whereby 3 quarters of the teachers turned

                                       Head teacher        attended    a    WSWM

                                       Although there was no exhibition two
                                        performances were done at the school


49   High Standard   Achievements      A new teacher was trained in WSWM and
     Christian                          in ICT

     School                          A student peer educator was trained.
                                     Students acquired computer skills.

                                     Positive behavioral change among the

                                     Acquired some computers through SNU.

                   Challenges        School fees: most of the students were
                                      always sent away.
                                     Lack of Internet

50   Ngora Girls   Achievements      One of the students of the WSWM
     S.S                              represented the school on SRHR radio talk

                                     Students of the WSWM entertained at the
                                      OAU summit

                                     Reduced aspects of indiscipline.

                                     Exhibited to a large group

                   Challenges        Failure of most of the computers.
                                     Too many clubs in the school

                                     Heavy load

51   Aringa SS     Achievements      Held a mini exhibitions

                                     Planted some mangoes for the WSWM.

                                     Hosted and shared SRHR knowledge with
                                      neighboring schools like Arua Public

                                     Incorporated non- WSWM teachers into
                                      the system.

                   Challenges        Limited power hence less use of

                                     Heavy workload

                                     Competition for time with the other clubs.

52   Mukono        Achievements

     Bishop SS       Challenges        Too much workload for teachers and
                                        students. There are lessons from 6:30 AM
                                        - 7:30 PM

                                       PIASCY is a challenge because it is fully
                                        funded by the Ministry of Education.

53   Central SS Lira Achievements      Exhibition was successfully done

                                       WSWM have benefited from the social
                                        networking and professional development
                                        through WSWM workshops

                     Challenges     The time is not enough since there are many
                                    activities carried out in the school.
54   Aidan College   Achievements

                     Challenges     Competition with the other clubs with similar

55   Lubiri SS       Achievements      Conducted a sensitization workshop for
                                        teachers and 25 teachers attended.
                                       Exhibited on Careers day of the school

                     Challenges        The trained student peer educator
                                        completed school

                                       No Internet connection

56   Mt. Olives     Achievements    The girls got information that they didn’t know
     College School                 before. They liked the lessons though towards
                                    the end the attendance was low.

                     Challenges        Some of the students thought that some
                                        issues can’t happen to them.

                                       Some students don’t want to participate in
                                        the WSWM lessons

57   St. Steven SS   Achievements
                     Challenges        The WSWM teacher in charge of the club
                                        left the school

                                       No trained Student peer educators.

                                        Lack of computers.

                                        Didn’t have any exhibition.

58   Stella Maris     Achievements      Working collaboratively with PIASCY.
                                        In process of getting a partner school in
                                         UK following a presentation by British
                                         Council at the 2010 WSWM Mid-term
                                         review meeting

                      Challenges        Did not hold the exhibition.

                                        Failed to take up the opportunities sent on
                                         the mailing list hence blocking my chances
                                         for teachers and students

59   Manjasi High     Achievements      Very supportive Head teacher
     School, Tororo
                                        Acquired a smart board which attracted
                                         many students in the program.

                      Challenges        Not all the administrators have a positive
                                         attitude towards the WSWM.

                                        Heavy workload of the WSWM teachers

                                        Didn’t have an exhibition which reduced
                                         the number of students

60   St.              Achievements   Had the first exhibition which attracted the
     Balikuddembe                    Head teacher.
                      Challenges        Invited many schools for our exhibition and
                                         only one turned up.

                                        The WSWM curriculum on the computer
                                         was erased and the lab attendant
                                         misplaced the CD. Requests SNU for a
                                         new CD

                                        Students were disappointed when SNU did
                                         not turn up for the exhibition

61   Mvara S S        Achievements      Held a successful exhibition with our
                                         neighboring school which gave a wider

                                               Video recorded the exhibition which has
                                                helped the club to embark on video

                           Challenges          Sustaining the interest of the members
                                                especially those who have already gone
                                                through the curriculum.

                                               Financial constraints of organizing a joint
                                                exhibition in terms of transporting and
                                                feeding students.

62       Aloi S S          Achievements        Increased WSWM members
                                               Improvement students’ behavior
                           Challenges          Lack of the necessary materials

                                               Shortage of fuel for running the generator.

                                               Only one trained WSWM teacher

(11:30AM – 12:10 PM): Reactions to some of the challenges that the participants
had mentioned (Session was facilitated by Daniel Kakinda)

     (i) Lack of a supportive environment from the School administration

In March 2010, SchoolNet Uganda (SNU) organized a 2-day sensitization workshop for
the head teachers who had been transferred to WSWM schools to bring them on board.
A similar workshop will be organized in 2011. The WSWM teachers were encouraged to
always print out the invitation letters for their Head teachers as some of the Head
teachers don’t read their emails regularly. Participants were also encouraged to learn
from other participants who had succeeded in getting school administration support.

“One way of getting administrative support is to constantly update and give written
reports about the WSWM activities to the school administration” advised Kakinda

     (ii) Lack of support from the other teachers

 Participants should know that whatever you do there will always be people to
discourage therefore the teachers should create strategies for people to understand
what there are doing by taking advantage of the teachers’ workshops organized by
SNU. This year SNU planned for 35 teachers’ workshops which have to be conducted in
1st term and teachers who want to conduct these workshops should talk to the WSWM
desk officer (Allen Nansubuga). SNU has also organized for 5 parents’ seminars and
parents’ seminars are an opportunity for the peer educators to talk to the parents.

Daniel told the participants that SNU would support schools organizing teachers’
seminars with four hundred thousand shillings (400,000/) and those organizing parents’
seminars with four hundred and fifty thousand shillings (450,000/=) with the following

                           WSWM TEACHERS’ SEMINAR

                                     ITEM                          AMOUNT (UGX)

1.     WSWM teachers ( local coordination and lead facilitators)   100,000/=

2.     School administrator in-charge (local coordination)           50,000/=

3.     Health personal or Resource person for Youth-Friendly         50,000/=
       Centre (co-facilitator)

4.     Contribution to staff meals                                   200,000/=

                                 TOTAL                               400,000/=

                            WSWM PARENTS’ SEMINAR

                                     ITEM                          AMOUNT (UGX)

1.     WSWM teachers ( local coordination and lead facilitators)   100,000/=

2.     School administrator in-charge (local coordination)           50,000/=

3.     Health personal or Resource person for Youth-Friendly         50,000/=
       Centre (co-facilitator)

4.     Respectable parent (co-facilitator)                           50,000/=

5.       Contribution to staff meals                                  200,000/=

                                    TOTAL                             450,000/=

Daniel noted the following:
(i)    At both the teachers’ and parents’ seminars, the WSWM teachers are the lead
       facilitators and must be in the driver’s seat.
(ii)   SNU would be represented at the seminars by a core team member whose costs
       (accommodation, transport, facilitation will be separately taken care off by
(iii)  For uniformity, SNU will send proposed programme and facilitators’ guides for
       both the teachers’ and parents’ seminars to the schools. Facilitators’ notes
       should not be given to the seminar participants except at the end of the seminar.

Daniel apologized on behalf of SNU to Karambi SS for SNU failing to attend the WSWM
teachers’ seminar. He noted that except for the poor timing of the seminar which was
conducted during the school exam marking session, Karambi teachers’ seminar was a
good example of a teachers’ seminar.
The unique features of this seminar included:
    Headteacher as the lead facilitator
    Involvement of the religious leader
    Meals for both WSWM teachers and WSWM students
    Exhibition to the teachers by the WSWM students
    Video documentation of the seminars and sharing the DVD with SNU

Daniel thanked Karambi SS for the model teachers’ seminar and noted that all
participants were to be given a copy of the DVD of the teachers’ seminar at Karambi SS
during the course of the workshop.

Daniel also thanked 3Rs SS Kasokoso for the Parents’ seminar which involved more
than 100 parents and where a student peer educator was given an opportunity to
address the parents.

     (iii) Competition from the other clubs

WSWM teachers should compete by collaboration i.e. work with the other SRHR clubs
and Music, Dance and Debating clubs but show them how different and curriculum rich
WSWM is. Working together will help schools achieve better results with few resources.

Kakinda informed the participants that SchoolNet Uganda, Restless Development,
Straight Talk Foundation, Reproductive Health Uganda and other organization will be
working together for the next 5 years on SRHR program code named “United for a
Health Tomorrow (UFHT)” in the Eastern Region. The different organizations will be
leveraging their expertise so as to link SRHR education to SRHR services.

   (iv) On the issue of the exhibition

It is not a must that the exhibition must be done in third term using an exhibition
programme drawn by SchoolNet Uganda. The schools should find the best time and
opportunity for the exhibition e.g. on the school opening or at the AGM. On the issue of
students viewing the exhibition as outing for the students, teachers should educate the
students on the purpose of the exhibition. Once the parents and the school
administration see the value of the exhibition, they can always organize as many joint
exhibitions as possible giving students a lot of opportunities for interaction with other

   (v) Failure to grab opportunities

SNU will continue sharing and encouraging the teachers to apply for the opportunities
sent on the mailing list. Any teacher who fails to grab the opportunities will have herself
/himself to blame.

   (vi) WSWM busy teachers

Head teachers want results and no one wants to associate with a failure that’s why the
hardworking teachers are given many responsibilities by the Head teachers. Normally
when SNU holds a training workshop for the teachers they ask the head teachers to
send two teachers i.e. a mover and a doer. A mover is someone in a responsible
position in the school like a Deputy Head teacher, Director of Studies, school counselor
etc. Though this person may not have time to conduct the WSWM lessons, will be very
useful in soliciting for support for the WSWM in the school.

   (vii)   Lack of student peer educators

SNU is aware that the student peer educators who were trained in 2009 have left the
schools and will be organizing for two student peer educators’ workshops for the 100
schools who had student peer educators trained in 2009. WSWM teachers were
encouraged to ensure their schools send students to be trained as student peer

educators because student peer educators are supposed to assist WSWM teachers in
mobilizing students and conducting some of the WSWM lessons.

   (viii) No physical school visits by Teacher Support Specialist(TSS) and SRH

SNU scaled down the school visits because they were not cost effective and
sustainable. A lot of financial resources were spent on travel and accommodation with
very little contact time with the students resulting in disappointment of students because
of failure to effectively answer their SRHR questions. Instead the resources were
diverted to teachers’ and parents’ seminars which are used to bring teachers and
parents on board and to link schools to the Youth-Friendly Centres near their schools.

SNU is gradually replacing the physical school visits with the WSWM Online Support
Centre (http://schoolnetuganda.sc.ug/wswmonlinesupport/ ) which students can use to
submit their SRHR questions and online counseling.

(12:10 – 12:45) PM: Keynote Address: Adaptation of the WSWM curriculum to the
young positives (+WSWM)
(Session was facilitated by Winnie Nansumba)

Winnie said that TASO and SNU/WPF have been carrying out a curriculum review of
how they can incorporate the young positives. While carrying out the research, they
asked the young positives their fears and some of their fears included disclosure,
infecting their partners, adherence etc.

TASO and SNU/WPF came up with the curriculum known in the (+ve) WSWM that
incorporates the young positives and because the young positives are the ones who
knew what they wanted, two young positives were called upon from each of the TASO
centers to come to the curriculum development workshops.

   (i)    The topics that the young positives found relevant to them in the
          current WSWM curriculum

Winnie highlighted the following WSWM lessons as those the young positives found

Lesson 2: Emotional ups and Downs: Like any other people, the young positives have
feelings too especially sexual feeling.

Lesson 3: Body changes: We all grow up at different paces and for the case of the
young positives they tend to be retarded e.g. you find that a girl may take long to
develop her breast therefore the young positives got to understand that people grow at
different paces.

Lesson 7: Sexuality and Love: This is was the most crucial topic for them because they
didn’t think that sex is for them because of what the society dictates that they aren’t
supposed to have sex because they will infect the others. Therefore from this lesson
they realized that it is they have a right to enjoy their sexual rights and to have sexual
intercourse too.

Lesson 12: Future Dreams: Most of the young positives don’t grow up with their parents
and society doesn’t consider them important because they know that they are going to
die anytime. From this topic the young positives felt empowered to fight for their rights,
achieve their dreams and play their role to fight against HIV.

“They also got to know that they too can apply for jobs e.g. my cousin applied for a Job
and she was asked to test for her HIV status and for her she was negative so I always
knew that I can’t get any job because they will ask me for my HIV status” she added.

   (ii)   Issues that the young positives felt should be included in the curriculum

Winnie highlighted the new lessons which the young positives suggested to be added to
the (+ve) WSWM:

Adherence: Adherence refers to taking your drugs well and at the usual times. In the
past the ARVs were paid for and expensive and the young positives would take them for
the sake of the guardians e.g. one would say let me take once a day for the sake of the
person who buys them but now they are free and most of them don’t take them because
they know that the guardian is not the one paying for them.
The elders usually judge the young positives for not taking their drugs without knowing
the reason as to why they are not taking them therefore the elders should always be
patient with the young positives so that they can open up to them. Teachers should tell
and encourage the young positives to adhere to their drugs because it keeps them
healthy for if they don’t take the drugs they will get bedridden.

Relationship with the Counselors: Young positives are left in the hands of the people
who don’t have direct feelings for them like those they have for their children. The
guardians always take them for granted and always say that after all they are providing
them with food and shelter forgetting that the young positives have so many questions
in their minds that no one can answer i.e. they always question themselves why they
were born with HIV.
The young positives are children of the world; they don’t have people to care for them or
to show them love. The guardians just refer them to the counselors some of whom are
behave unprofessional, rude and judgmental though my counselor is good and
The relationship with the counselor is important because it indicates the good and bad
counselors and it gives them a way forward of how they should handle the young

Disclosure: Young positives are children who are growing up and as they grow
disclosure becomes difficult. Disclosure is a process and doesn’t just come at once. To
disclose you have to think of the 4Ws; what to disclose? Whom to disclose? When to
disclose? Why disclose? How to disclose? Being HIV positive is personal information
and when someone discloses to you it means that you mean a lot to that person.

“In my school, no one knew that I was HIV positive apart from one friend of mine but
students think that they are all negative and think that HIV is for elders and believe that
everyone around them is HIV negative e.g. At one time a boy approached me and told
me that he doesn’t trust any of the girls at school for they might even be HIV positive
apart from me. I looked at the boy and if I wasn’t merciful I would have infected him”
Winnie added.

Stigma and Discrimination: Young positives are stigmatized and discriminated both at
school and at home and it really lowers their self-esteem.

   (iii)   Challenges faced while coming up with the positive WSWM curriculum

Winnie highlighted the following challenges which were faced during the adaptation of
WSWM curriculum for the young positives:

1) Most of the young positives weren’t open because they had never disclosed before
   and they thought disclosing to one person means disclosing to many other people
   e.g. if I tell that I am HIV positive then you go and tell someone at home and with
   time many people get to know.

2) Some didn’t want to discuss certain issues like giving birth. Most of the young
   positives didn’t want to give birth because they didn’t want their children to suffer just
   like they are suffering. Personally I also never wanted to give birth, I always said that
   I want to grow up, study, set up an orphanage, build a house and adopt a child but
   after being enlightened on the other ways of giving birth to negative children they
   considered having one or two children.

3) Agreeing on certain skills, WSWM emphasis on self assertiveness, confidence and
   self awareness. The skill that caused a lot of disagreement was the skill to protect
   yourself and protect others. Some of them said that they can protect themselves but
   they can’t protect others because the way the negative people conduct themselves,
   they don’t protect themselves therefore why should they protect them. Later they
   agreed that it is their role to protect themselves and protect others.

   (iv)   Achievements

Winnie highlighted the following as the achievements which were made during the
workshops with the young positives:

1. Self-awareness: The young positives came to accept their status, themselves and
   stopped stigmatizing themselves.
2. They became confident and assertive
3. Most of them were interested to use the computers hence acquired computer skills.
4. They got a sense of belonging i.e. they got to know that there are people who care
   for them and are giving them a voice.

(12:45 – 1:00) PM: Media Review: “The Gained Hope” – A true story of and by
Winnie Nansumba

Participants watched “The Gained Hope” video by Winnie Nansumba.

The “Gained Hope” is a true story about and by Winnie Nansumba where she exposes some of
the challenges faced by children born with HIV using her personal story, advises the community
what the young positives need from them and ends with a message of hope to the young

The video can be viewed or downloaded from YouTube using the link below:

Alternatively, The Gained Hope can be downloaded from the SchoolNet Uganda
website using the link below:
(http://schoolnetuganda.sc.ug/news/winnie_nansumba.htm )

Post-viewing questions

After viewing the media, participants were asked to reflect on the media using the
probing questions below:

Q1. Who is the audience for the media (can be more than one audience), what is the
message the media gives to each of the audience you have identified?
Q2. What lessons can be drawn from the media?
Q3. How has the media impacted on you as a person especially your knowledge about
the lives of the young positives and you attitude towards the young positives?
Q4. If you were to use the media either in your WSWM training or in your HIV/AIDS
campaign, how would you use it?

Below are some of the reflections from the participants:

“The media has removed from me sympathy towards the young positives but instead
inculcated me a sense of responsibility for caring and supporting the young positives in
any way I can. It calls for my total attention to the young positive people since they are
knowledgeable about their status and may not help society in the fight against HIV if
their rights are not respected”

                  …….. Angola Norbert, Teacher, Pilkington College, Muguluka

“As a person, the media has developed a commitment in me to love, care and socialize
with the positives freely as they are also caring for the negatives through openness. I
have also learned that is easy to catch the minds of young people if you use live
testimonies. I would use this media in my teaching to summarize my teaching after
defining HIV/AIDS, its causes, effects and how to live positively”.

                    …………Emukeu Engichu, Teacher at St. Elizabeth SS, Nkoowe

“The media has been very touching to me. My attitude towards young positives is of
care and love as I am also taking care of my positive nephew though he is sometimes
very emotional and at times hard to deal with especially on the issue of adherence to
drugs. I would use this media in teaching to encourage young positives to have self-
awareness, self-esteem and hope for a bright future”.

                ……….. Angwech Ernestu Jane, Teacher at Aloi SS, Uganda

(2:00 – 3:00) PM: Virtual Presentation: Inspiring WSWM teachers and students to
achieve their dreams through Performing Arts
(Session was facilitated by Nathan Zaake)

Nathan Zaake made a live virtual presentation from Beijing China using the Elluminate
web conferencing presentation.

Nathan told participants that he is a Ugandan multi-instrumentalist who plays folk and
traditional music on Ugandan musical instruments. He studied at Lujjumba Preparatory
school (1992 – 1998), went to Makerere College School (1999 – 2004) for his O’ level
and A’ level and after joined Makerere University in the MDD Department (2005 –
2009). He worked with Ndere Center (2009 – 2010) and he is now working with China
National Arts and Culture Company and he is the Artistic Director (African Section).

Musical experience

Nathan shared his music experiences with the participants as below:

      He has had solo performances in Scotland

      He has conducted various workshops both local and international workshop
          o Local workshops: He has conducted workshops with SchoolNet Uganda
             in the World Starts with Me project (2008 and 2009), Ndere Center and
             Makerere college school
          o International workshops: Oxford Dance Company during the 2009
             Aberdeen International Youth Festival., Kigali International festival (2006),
             Gallowgate Festival, Turriff show (2009) and Edinburgh MELA festival

      He has had several performances with Cultural groups like Ndere Cultural
       Troupe and Akadinda K’Afrika

Global cultural performances

Nathan said that while working with cultural groups, he managed to participate in a
number of cultural performances around the world.

      2003 - Travelled to France and Spain with the Akadinda K’Africa Cultural Troupe
      2005- Rwanda
      2006 – Rwanda , Kenya
      2007 – Travelled to Macedonia (Skomrahi) , Texas USA (Dance Africa)
      2008 - Macedonia, Austria, Slovenia, Trinidad and Tobago (Emancipation Day
       celebrations), Spain (Expo in Zaragoza), Kenya.

       2009 – Scotland (AIYF) , United Kingdom (West Sussex), Tanzania
        (Independence Celebrations)
       2010 to date – China

Nathan showed the participants some of the photos of his performances as below:

       Performance in Beijing Happy Valley in China in 2010

       Performance in Aberdeen International Youth Festival in United Kingdom in

       Performance at Adobe Youth Voices(AYV) Workshop at Gayaza High School in

       Newspaper article in china when he sharing about African music.


Participants watched a video of Nathan’s performances in China and in Scotland.

Questions and answers

After watching the video, participants had an opportunity of asking Nathan questions.
Below are some of the questions they asked and the responses Nathan gave.

Participants had the following questions for Nathan and he responded to them as below:

Q1: Did you start the Music career at an early stage or when you were in a secondary

Response: I started playing music at an early age of 7 and I started with playing a drum
which was at home. I later picked up from the different schools that I went to especially
at Makerere College School but it took me sometime to get to where I am.

Q2: Who was your role model? How did you develop all these skills and how can we
impart all that knowledge and skills to our students?

Response: When I started, I did not have a role model aspect in mind. I had a talent
which I developed slowly but as I developed, I got some role models and these included
Mr. Kayizzi (our music teacher at Makerere College), Mr. Steven Rwagyezi of Ndere
Troupe, School) and Mr. Okello who also used to work with Ndere troupe.

Q3: I have noticed that you are talented in speaking different languages and playing
different African instruments. How did you grasp all these cultural aspects?

Response: It took me some time to grasp all these different cultural aspects as I worked
with Ndere troupe. Ndere troupe promotes unity and employs people from the different
cultures and each group brings in music from its culture and teaches the other people.

Q4: We always suffer when organizing the Music Dance and Drama (MDD) competition
at school. The students always hide during the times for rehearsals, how we can help
the students to gain interest and realize the importance of MDD?

Response: I have gone through the same experience because even after leaving
Makerere College I was called upon to train the students. I have also trained Gayaza
High School students but one method that I recommend is using ICT by using video and
audio whereby you get an audio and the students listen to it or a video and students
watch it. When we came to China we were required to learn some Chinese words to
use in the songs, therefore we had watch the videos that show the different dances from

In his conclusion, Nathan told the participants that he hopes that his experience will help
them to inspire their students not see their participation in role plays, poems and skis in
the WSWM as a waste of time but to look at Performing Arts as one way of achieving
their dreams.

After Nathan’s presentation, Daniel told the participants that:

(i)      SNU looks forward to seeing the teachers’ improve their ICT skills and adapt to
        the new technology so that in future they conduct virtual workshops instead of
        the expensive face to face workshops.

(ii)    WSWM teachers need to view Lesson 12: My future Dreams in a much broader
        perspective because currently some are just limiting it to career aspirations.

(iii)   WSWM teachers should sensitize their colleagues, parents and students that
        participating in WSWM artifacts like role plays, skits is not a waste of time
        because success in the world goes beyond just book knowledge.

Participants’ Testimonies on importance of Performing Arts

Below were some of the testimonies from participants:

Testimony by Gertrude Namulondo (Gayaza High School)
“At the age of 13, they made MDD compulsory at my school that is Budo Junior School
and at 5 years I was awarded as the best poet. In my primary six, I was chosen as the
choir leader. Our team participated in some competitions and was chosen to go and
perform in Kenya and after we were sponsored to go to Poland at the age of 12 years.
Most of the parents think that MDD is a waste of time but because of music I am
sometimes called upon to train at the Music Department at Makerere College School
and because of music I was called back to teach at my school Gayaza High School.
Music has always been my passion and at one time my house was trained by Nathan
and we were the best in the MDD competitions. I urge my fellow teachers to be diverse
and involve the students in MDD because work without play makes Jack a dull boy”.

Testimony by Mwanje Peter (Bukooli College)

I am a teacher of music and we have a challenge because people always call us
“Musiru Dala Dala” but we change it to “Mugezi Dala Dala”. When I finished my studies I
was called upon to train some teachers and I would be paid 30,000/= per hour and at
one time I was given 250,000/=. I was teaching in Adjumani but because of insecurity by
them, I went to Bukooli College to teach music though music is phasing out. Some
NGO’s call me to teach drama, write poems and recently Compassion called me to train
them in drama and I was given 250,000/= in 3 days. I was also called upon to edit
drama for Busoga Diocese and I was also an adjudicator. Though what I was given was
very low according to the work that I did, I did no mind much because it improved on my
CV. Because of performing arts I have come on board on the WSWM in my school.
The patron would always call me to train the students in skits and role plays and when
he became the Deputy Head teacher, I am now the assistant patron of the WSWM”.

Testimony by one of the participants

Some of the students who were in WSWM are now working with Ndere troupe because
of the skills that we equipped them with.

(3:00 – 4:00) PM: Presentation: Suggestions for improvement of the WSWM
implementation resulting from the 2008 process and effect evaluation.
(Session was facilitated by Daniel Kakinda)

Daniel informed the participants about the suggestions for improvement that came up
from the 2008 WSWM process and effect evaluation:

   Develop separate teachers’ and students’ manuals as opposed to the current
    mixed up bulky printout manual. Daniel said that some of the WSWM teachers
    will be called upon to participate in the separation process.

   Make the curriculum more culturally sensitive. Uganda has a hearing and
    listening culture and not a reading culture and this can be done by incorporating
    multimedia in the curriculum.

   Make examples more fit to local Uganda content. Participants were shown local
    examples of cases of child sacrifice, domestic violence extracted from

   Lesson 3 on Body changes probably most appreciated by the students. Lessons
    on HIV, pregnancy, Love shouldn’t hurt, Future dreams were found less
    interesting by the students due to the way the teachers teach these lessons.
    Make the teaching of these lessons more interesting.

    Daniel showed the participants a video of the stages of pregnancy
    (http://www.youtube.com/watch?v=V5TLw-G0Rjk ) as an example of some of the
    methods that they can use to make the lessons interesting.

   Don’t only focus on the prevention but also on care and cure because some
    students are already HIV positive or they think they are, some students have
    already been sexually abused, are sexually active or are married/eloping and
    already have children.

   Economic aspect: provide students with ideas of generating income instead of
    sex in exchange for money and gifts.

   Add extra topics e.g. Alcohol and drug abuse, lessons relevant to the young
    positives, skills on how to handle young marriages

   Think about the target groups : students in secondary schools can be over 18
    years e.g. make the topic of emotional ups and downs broader and there is need
    to split the WSWM into 2 target groups in secondary schools.

   Link the WSWM to other sexuality education programs e.g. PIASCY, Straight
    Talk, and Dance4life etc. Teachers should work in collaboration with the other
    clubs and encourage the students to copy from the other clubs because they are
    all behavioral change programs.

       Teachers have trouble understanding concepts such as gender, sexuality in
        relation to sex, rights, pregnancy, STIs and future dreams. Help the teachers
        understand these concepts e.g. increase the days of the training

       Teachers have a problem in using the youth friendly interactive methods e.g.
        skits, testimonies, role plays of passing to students SRHR messages. Build
        teachers capacity during the training to use these methods. Emphasize
        methodology in the trainings.

       Teachers have a problem using the CD version of the WSWM curriculum and
        also have a problem of communicating with each other and with SNU by email.

       Grow by trying to implement WSWM in new schools of transferred WSWM Head
        teachers and by training new teachers in the existing WSWM schools (where the
        teacher was transferred). Daniel told the participants to notify Allen if they have
        been transferred or if their head teacher has been transferred and also if they
        need a Refresher course.

   Allocate more money to quality implementation. invest in quality teaching instead of
    more schools and more students;
o   Make sure all the teachers who teach WSWM are trained.
o   Teachers should be able to receive regular refresher courses.
o   Sensitization of head teachers and school administrators.
o   Sensitization of teachers’ colleagues (staff members). Evaluate workshops for best
o   Sensitization of parents and wider community: - evaluate workshops for best

   Link up SRHR education to SRHR service providers.

   Train student peer educators at each school (boy and girl in mixed schools) and
    replace those who left. Utilize alumni student peer educators in the WSWM
    advocacy and implementation.
Sharing on the economic aspect issue

Some of the participants shared on how they can help students to get money for school
fees and other basic needs other than sex for gifts as below:

        Parents should engage their children in the projects/jobs that they do like baking
        cakes, poultry etc.
      At school, teachers should hire needy students to do things like slashing their
       compound instead of hiring other people so that they can get some money to buy
       the basic necessities.
      The mindset of the children at home should also be considered. Often parents
       tell their children study hard so as not to be like them and even the teachers at
       school tell the students to work hard and not be like teachers or boda- boda men.
       Teachers should encourage the students not to undermine any job.
      There are programs in schools like the Young Entrepreneur club which
       encourages students to use their energy to make their own money and earn
       income and some of the things they do include pineapple gardens, poultry
       keeping, Students earn their money and eject it in the project again.

(4:00 – 5:00)PM- Presentation: WSWM 2011 Work Plans
(Session was facilitated by Daniel Kakinda)

Daniel told the participants that 2011 is going to be a very busy year for the WSWM
program. Thirty new schools are going to be recruited making the total number of 180
schools participating in WSWM in 2011. However due to the nature of the funding, all
the 30 new schools will be recruited from the districts of Iganga (including Namutumba),
Bugiri, Jinja and Tororo.

There will be two separate work plans for the 150 old WSWM schools and the for the 30
new WSWM schools.

Tentative Work Plan for the 150 old WSWM schools

   1. A 2-day residential kick-off workshop for 150 WSWM teachers , one from each of
      the 150 old WSWM schools to be held 24th -25th Jan 2011 at Gayaza High

   2. A 2-day residential sensitization workshop for 30 Head teachers recently
      transferred from non-WSWM schools to be held 14th -15th March 2011 at Mukono

   3. Thirty-five (35) one-day WSWM Teachers’ seminars and 10 WSWM Parents’
      seminars conducted before the end of March 2011.

   4. A 2-day residential knowledge sharing and sustainability workshop for school
      administrators of the old schools to be held 21st -22nd March 2011 at Mukono

   5. Two separate 5-day residential training workshops for in-school student peer
      educators each from the 100 schools which had peer educators trained in 2009
      to be held in the 1st and 2nd weeks of the 1st term holiday.

   6. A 6-day WSWM New teachers training for 40 teachers targeting schools where
      the trained WSWM teachers were transferred to other schools to be held in the
      3rd week of the 1st term holiday.

Tentative Work plan for the 30 new WSWM schools

   1. Recruitment of 30 new schools from the districts of Iganga (including
      Namutumba), Tororo, Jinja and Bugiri.

   2. A 2-day residential school administrators’ sensitization workshop for 30 head

   3. Two six-day residential WSWM teacher training workshops for 45 teachers each,
      3 teachers from each of the new schools.

   4. A 2-day residential orientation workshop for 6 Alumni Student Peer Educators
      and 6 core support team members.

   5. Thirty (30) 1-day school-based WSWM teachers’ seminars

   6. Five (5) 1-day WSWM parents seminars

   7. A 2-day residential mid-term review meeting for 30 teachers

   8. A 2-day residential mid-term review and knowledge sharing workshops for 30
      school administrators

   9. Ten WSWM exhibitions in clusters of 3 schools each.

Daniel also told the participants that the WSWM curriculum was to be updated this year
2011 both in content and methodology so that it remains relevant in addressing the
sexuality needs of the young people in Uganda. A number WSWM teachers and
WSWM student peer educators will be invited to participate in the process.

          ………………… End of Day 1 ………………………………………..

Day 2: Tuesday 25th January 2011 Programme

     TIME                          ACTIVITY                        BY WHOM

8:30- 9:15AM      Reflection on Day 1 activities                 Participants

9:15 –10:20AM     Participants’ Inspirational talks and          Participants
                  personal testimonies

10:20 –10:40AM Opportunity : ELearning Africa Bursaries          Daniel Kakinda

10:40-11:00AM          HEALTH BREAK & BREAK TEA

11:00 -1:00PM     Activities at the National 2010 Student        Daniel Kakinda
                  Peer Educators’ Camp

1:00-2:00PM                          LUNCH

2:00-3:00 PM      Viewing media produced at the 2010             Kakinda Daniel
                  WSWM student peer educators’ camp

3:00 – 3:30 PM    Learning to sing the WSWM Anthem               Richard Lugya

3:30 – 4:30 PM    Participants’ Dreams for WSWM in 2015          Alex Okwaput


5:00 - 6:00PM      Presentation: Introduction to International   Daniel Kakinda
                  Collaboration through the iEARN
                  Collaborative Centre

6:00 – 7:00       Logistics                                      Nansubuga A.

                              END OF WORKSHOP

(8:30 – 9:00) AM: Participants’ Reflection on Day 1 Activities
(Session was facilitated by Daniel Kakinda)

On the pieces of paper that were provided, participants were asked to write down their
reflections on Day 1 using the following probing questions:
Q1. What were your key learning points from day1 activities?
Q2. How are you going to use some of your key learning points in your personal life?
Q3. How are you going to use some of you key learning points in the implementation of
the WSWM in your school?

Ten participants were asked to share what they had written down and below is what
they shared.

Participant 1: “From the story of the eagle, we teachers fear changes and always leave
opportunities to go. I have learnt that we need to look beyond the black board. We have
the skills but we fear to change. I caution all my fellow teachers to try to change and to
grab the opportunities shared with us”
Participant 2: “I came to appreciate the difference between the services offered by
WSWM and those offered by the other clubs. Many projects cater for prevention but
WSWM goes ahead to identify the cause, and suggest the cure and even teach one
how to handle the situation in case he or she is a victim which enables the child to live

Participant 3: “I learnt to be polite and understand anyone’s problems”

Participant 4: “I have learned to have a positive attitude towards work because in our
daily life we should use our energy, environment around us and the available resources
to earn a living”.

Participant 5: “I learnt that we shouldn’t sit on our talents e.g. you can be a comedian as
you transfer the knowledge to our children.”

Participant 6: “We should always encourage the young people to work and Daniel is a
good example because he involves his children in all the workshops”

Participant 7: “I have come to know that the world has become a global village from the
live presentation that was made by Nathan Zaake from Beijing China and WSWM
should make sure that computers reach the different schools”.

Participant 8: “I learnt that we need adjustment in the way we talk about people’s jobs.
At school, we have a staff teacher who is on pay roll and also a boda-boda man and we
always laugh at him and tell him that he is shaming us but I am now going to encourage
him and I am also going to look another source of income”.

Participant 9: “I have learnt that we need to broaden lesson 12 because the teachers
have limited it to career guidance and yet future dreams are broader.”

Participant 10: “I learnt from Winnie’s testimony, that most of the young positives don’t
disclose and we hurt them without knowing with the words we say therefore we need to
be sensitive as we are addressing some issues.”

The facilitators collected the rest of the participant’s reflections and the following were
the participants’ reflections:

Q1. What were your key learning points on day 1?

Participants’ responses:

      The use of the web conference.
      The need to sensitize the schools about the need to develop the students’ skills
       beyond the book skills.
      The young positives have the same rights just like all the other people and
       should be treated equally.
      I learnt that disclosure of one’s status is of great help to the victim.
      Innovative learning using ICT to improve the learners’ interests and retention of
       the WSWM content
      The need to equip the students with self-assertiveness skills.
      The story of the eagle and the humming bird.
      Those of us who have jobs should protect them by doing our best since there are
       no jobs these days.
      We should do the best we can in order to create change.
      We can’t remain the humble egg i.e. we either have to hutch or rote.
      Not only books can make you succeed but also talent can take you far.
      There was a great need to help the students in terms of their future and not
       concentrating on only the book skills.
      Those suffering from HIV/AIDS need comfort and also good and patient
       counselor. We shouldn’t refer to them as sick people.
      I learnt that using visual aids like pictures, audio, videos to pass on information is
       the most effective way.
      I got to know more about the other SRHR issues in the community like child
       abuse and child sacrifice which I am going to educate my peer educators about
      I learnt how to help the young positives.
      The use of media is very important.
      I leant that if we equip the students with skills they can be job creators and not
       job seekers.
      The importance of giving social support to the young people especially the young

   I got to know the need of accepting people with HIV in our community and
    helping them to believe that they can do better things and also giving them equal
    opportunities in life.
   I learnt that we should encourage the young people to discover their talents and
    develop them.
   Young people should be encouraged to go beyond the classroom by actively
    involving them in co-curriculum activities.
   I got to know the importance of being friendly and approachable when counseling
    and giving time to the client to talk out his or her feelings.
   The need to engage the students in income generating projects.
    I learnt that as teachers we should inspire the students in performing arts
    because it can help them to develop their talents and achieve their future
   The suffering of the young positives was the most touching and teachers and all
    the stakeholders must sincerely go to the grass roots and educate everyone
    about the dangers of HIV.
   The more you read and learn, the more you realize that you don’t know.
   The different ways of being creative and innovative which can make us have a
    better living i.e. by using the art skills, drama and music.
   The use of ICT to impart knowledge on the students.
   We need to work hard to improve on our technology skills for example Nathan
    was very far away but made the presentation very interesting and answered all
    our questions as if he was physically with us.
   In addition to being a teacher, I learnt that there are other ways of making money
    e.g. Patrick who was a “noise maker”-MC now makes money through his noise.
   From the story of the eagle, I learnt that we should take decisions however hard
    they may seem to be.
   Exploiting potential and living life to the fullest.
   I learnt how to sustain the students’ interest in the WSWM curriculum and other
   I learnt how to do common things in a little different ways in order to achieve
    different results.
   Sometimes it’s the smallest decisions that we make that can change our lives
   I learnt that I should be the change that I wish to see in the World.
   I will be the humming bird amidst all the challenges.
   How the integration of the positive WSWM curriculum can help the young
    positives to gain hope.
   I learnt to explore my abilities and leave my comfort zone in order to earn a living.
   From this workshop, I have been awakened on the treasure of life.
   From Winnie’s presentation, I learnt the core tips of handling the young positives
    in schools given the fact that there are many and most of them don’t disclose so
    one has to be conscious while dealing with students.

   I discovered that most young positives lose hope because of stigma from the
    different people and only stay waiting for their time to die but when supported to
    come out that thinking bracket they can regain their hope and carry on with their
    lives to achieve their dreams.
   I learnt that the young positives need care, love and support and not sympathy.
   From Nathan’s presentation, I learnt that it’s not all about books that determine
    one’s future but one needs to be creative and use ones potential to earn a living.
   I learnt there is need to create a conducive environment for the young people to
    develop their talents.
   I learnt that HIV positive people should be loved and accepted in society.
   I got a better understanding of WSWM that it is not all about sexuality education
    but more about your whole being, family and community.
   The advantages of online communication
   How to go about the challenges that I face in the implementation of the WSWM.
   Talent development in line with WSWM.
   I learnt the importance of the Adere ( Calabash)
   I learnt more about the power of media.
   I learnt how to balance my budget.
   I learnt how the young positives feel and how they want to be treated.
   I learnt that it is possible to attend a conference without being there physically.
   Performing arts can help the students to achieve their dreams.
   Evaluating the curriculum and how to make it more culturally sensitive by using
    examples in our society.
   How to integrate WSWM activities with those of PIASCY.
   WSWM can be implemented using artistic approaches like performing arts.
   ICT skills are very necessary for one to survive in this competitive world.
   Performing arts is still a free industry which can be exploited.
   The need to integrate ICT in the teachers’ trainings.
   Identifying the target group for the intended information.
   Use of relevant and local examples in the implementation of the WSWM
   How to help the young positives to disclose and to open up
   Use of the relevant resource persons in the implementation of the WSWM.
   Entrepreneurship skills because they help in the generation of income and
    improving our financial status.
   Hearing from the rest of the schools their challenges and achievements
    enlightened me on how I can overcome some of the challenges.
    I was surprised that the eagle lives for 70 years.
   The use of testimonies to encourage the students to cope up with situations in
   Students should be exposed to the real situations in life so that they can make
    informed decisions.
   Use of plays, drama related to the situation at hand.

   One thing that was so critical was the sharing of personal achievements as
    WSWM family and I learnt that it is always important to celebrate the small
    achievements and always count our blessings.
   Reflections were a great activity.
   Make small steps because it’s them that count as the saying by a Chinese
    philosopher that a journey of a thousand miles starts with a single step.
   We should embrace the opportunities as they come.
   Sharing challenges made us to plan for our way forward.
   The fears of the young positives
   I found out that the challenges that I face are also faced by the other colleagues.
    I learnt that we need to be creative and use our knowledge apart from the
    classroom work to earn a living.
   Self-awareness is a good skill.
   Avoid having a pointing figure.
   Avoid being judgmental when dealing with the young people especially the young
   I learnt the importance of networking with people in outside countries.
   I acquired new skills of reviewing media and how to effectively pass on the
    information to the young people.
   Never assume that everything is o.k. for you.
   We need to have a friendly attitude in guiding and counseling
   I learnt to help my students who are energetic how to use their energy to sustain
    their lives other than exchanging their bodies for basic needs.
   The story of the eagle hit me hard because it calls for reinventing oneself.
   The methods used when teaching the learners should be those that capture their
    interest in relation to the topic covered. Learners should be taken out to look for
    the situations themselves and make their own conclusions and decisions.
   We should change the ways of doing things so as to get better results.
   We learn how to endure challenges from the story of the eagle.
   The world has become an icon
   Inspiring others before we expire.
   Better listening skills
   To be empathetic and not sympathetic
   Young positives undergo various challenges and hence need to be reached out
    to and be given love, care and support.
   WSWM should be implemented with collaboration with the other clubs.
   Making effective use of the mailing list.
   From the story of the eagle, I learnt that without change of environment and
    attitudes our finances will not improve.
   The need for me to grab opportunities by being active in what I do especially in
    the WSWM.
   Young positives don’t need only physical support i.e. shelter and food but also
    emotional support.

     Through performing arts, I learnt that book knowledge is not the key to success;
      God gave each one of us a talent which we must develop in order to create self-
     There is need to teach the WSWM in a more friendly way so that the students
      find it more interesting than the other clubs.
     There is need to work with stakeholders in order to fight HIV.
     The need to revive some outdated principles from the story of the eagle.
     I learnt that there is always something to learn from the usual things as long as
      you change your attitude.
     I learnt that I can do something about a bad situation however small it because it
      will eventually have a positive impact.
     There is more impact from whom you know than what you know.
      I saw the use of newspaper clips as vital for teaching some of the WSWM
     The need to emphasize more on the methodology than on the content of the
     The need for us to improve on our ICT skills so that we can enhance the use of
      the WSWM online support centre and also network.
     The idea of separating the teachers’ manual from the students’ manual
      impressed me so much and I pray that it should be done faster.
     Using local examples will give the project a new positive turn because it will
      capture the students’ interests.
     Winnie’s testimony impressed me so much that I felt that if we had many young
      people of such character. How she was stigmatized by the different people and
      later gained her hope to achieve her dreams.
     I was glad we were given an update of the 2011 WSWM plans.
     Sharing challenges with others may be one way of being helped to find the
      solutions to the challenges you are facing.
     I learnt that it is important to take our talents to a different level.
     The choice of information is important when communicating to the different target

  Q2. How are you going to use some of your key learning points in your
  personal life?

Participants’ responses:

     I am going to try to be more active and innovative so as to grab every opportunity
      like the others who have succeeded have done.
     I shall try to give emotional support to the young positives.
     I intend to make the use of the local examples to help me in extending capacity
      building and empowering the young people.
     I have learnt not to dwell on the challenges but celebrate my small achievements.
   I have to stop stigma and discrimination of the young positives because it is not
    their will that they were born like that and that they have potential to do things
    just like anyone else.
   I have to change from the past just like the eagle that changes are at different
   I am going to be diverse in whatever I am doing.
   I am going to improve on my relationship with the HIV positive people e.g. I will
    never sympathize with them again but care and support them to achieve their
   I must develop my talent besides my Job.
   I will teach the WSWM curriculum in a more friendly way.
   Testimonies inspired me to get other ways of generating income besides my job
    and use my time appropriately.
   I have to drop the old ways of doing things and adapt to new skills and ideas so
    as to compete in the present world.
   Using the story of the eagle, I am going to improve on my savings for a better
   Like the Humming bird, I will endeavour to take up most of the opportunities
    availed to me.
   I am to respect my self and respect others in order to be respected by other
   I am to treat people the same way I would wish to be treated.
   I am to be the example by inspiring others before I expire.
   I am to listen and observe the situation before passing on judgment.
   I am no longer going to wait for other people to make decisions for me but to
    make changes for myself however small they are.
   I am going to copy from the contemporary artist.
   I am going to improve on my ICT knowledge so as to compete internationally.
   I am going to improve on my counseling skills so as to help the frustrated youth.
   I am going to be innovative in order to increase my income and cope up with the
    daily situation.
   I am going to encourage people around me who are HIV positive that it is not the
    end of the world.
   I am always going to value my job by doing the best I can so as not to get the
    same results.
   I am not going to minimize any job as long as it enables me to earn income.
   I am going to put everything that I have learnt from the workshop into practice.
   I am going to actively engage in income generating projects besides my
   I am going to use some of the challenges and achievements shared by the other
    participants to solve some of the challenges that I am facing.
   I am going to visit some of the other clubs that are carrying out activities related
    to the WSWM and copy some ideas from them and pass them to the young
    people in my home village.
   I am going to “walk the talk” by behaving positively according to my learning
   I am going to identify and develop all the talents in me. I know that I am talented
    in graphic arts, creative works and I also have a rich talent in music which I have
    never bothered to develop.
   I am going to start treating the young positives well without stigmatizing them.
   I am going to help the young people to exploit their potential by putting them into
   I am going to plan to set goals and take action i.e. it is better to do something
    little than doing nothing at all so my new slogan is “Just do it” Take action: -
    involve others , involve young people.
   I am going to implement and apply other people’s testimonies in my situation.
   I am going to do a computer course so that I can acquire ICT skills in order to fit
    in the global world.
   I have to sacrifice time and be there for the young positives in the school by
    counseling them.
   I am going to adjust in the methods of conducting my WSWM lessons and other
    content subjects and be able to relate them directly or indirectly in a way that
    doesn’t affect the young positives in my school and community
   I am going to integrate the cultural activities in the lessons to make them more
   I am going to live a positive life by socializing with my friends, family and my
    fellow colleagues.
   I am going to stop pitting the HIV positive people.
   I am prepared and ready to come out of my comfort zone and do something
    beyond the usual that can create an impact in other people’s lives and mine as
   I am prepared to be more careful when handling the students now that I am
    aware that we have some young positives in our school.
   I am going to ensure that students exploit their talents.
   I am going to interact and link up with the other clubs in the school.
   I am going to assist my learners to become entrepreneurs while in school.
   Performing arts has enlightened me that someone can succeed beyond
    academics so I am going to look beyond my professions.
   I am going to start doing the common things that I always took for granted but in
    a different way.
   I will never give up no matter what challenges come my way.
   I am going to network and work with others in harmony.
   I have learnt how to be ambitious and be ready to accept change.
   I am going to share experiences with others.
   I am going to become assertive.
   I am going to accept critics as a way of improving on my weaknesses.
   I am going to try and develop entrepreneurship skills.

   I am going to accept challenges and learn how to cope up with them as they
   I am going to share my knowledge with all the community members and tell them
    how the young positives want to be treated.
   I will never take anything for granted again.
   I am going to encourage my son who is humorous to develop his talent of being a
   I now know that there is a solution to every challenge.
   I am going to value my talent as much as I value my profession.
   I am going to use the performing arts to further my own career since I am already
    a trained teacher in that field. I only need my skills to be reactivated and take an
    effort to contact those that have reached great heights in the field like Nathan
   I am going to respect, care and love whoever discloses to me that he/she is HIV
   As a teacher, I must not be conservative in teaching but look for other sources of
    making money.
   I am not going to remain the humble egg but I am going to hatch by developing
    my talents and helping my students to develop their talents too.
   I am going to make sure that whatever assignment I am given; I do it to my best.
   I am going to have self-awareness as a way of staring my changing process.
   I am going to go an extra mile to plan well and look for a role model i.e. if I want
    to succeed in something I must have a role model for guidance.
   I have a lot of money generating activities that always go on at my home like
    fetching water for the bricks and I have been hiring adults to do the work and now
    I am going to start hiring the disadvantaged students to do the work and I pay
   I am going to self-employ myself by planting onions and tomatoes.
   I am going to be more careful when counseling students and I am not going to
    stop my children from doing what they feel is their talent.
   I am going to correct my weak areas and look for alternative solutions to my
   I am going to encourage my children to engage in co-curricular activities.
   I am going to boast my project of knitting women head scarfs to boast my
   I am trying to learn Internet services and I am yearning to study online.
   I am going to always look at the good side just like the humming bird and try to
    make the bad situations better amidst all the people’s discouragements.
   I am going to do the usual things differently so as to change for the best.
   I am going to start looking at WSWM not as a club to pass time but as an avenue
    to achieve my and my students’ dreams.
   I am going to make people understand what WSWM is all about by using
    performing arts as it embraces our cultures.

      I am going to encourage the young positives to adhere to their drugs and also
       bring them closer to me for better advice.
      I am going to encourage the young positives to gain hope.
      I am going to use visual aids and local examples when conducting my lessons to
       make my learners learn better and understand the situation at hand.
      I am going to change my way of handling WSWM lessons
      I am going to make use of the youth friendly service providers as much as
       possible and other sister clubs.
      I need to be patient with people living with HIV because tomorrow they can be
       my children, relatives, neighbors or community.
      I am going to advocate for disclosure among the young positives.

Q3: How are you going to use some of your key learning points in the
implementation of the WSWM in your school?

Participants’ responses:

      I am going to be friendly, polite and understandable to what the students are
       going through.
      I am going to empower the students to be creative and positive towards work so
       as to use their energy to produce work and earn money.
      I am going to use visual aids and local examples while handling the lessons.
      I am going to put my students in a position of getting change and equip them with
       skills of changing others.
      I am going to help the students to develop their talents.
      I am going to start counseling the young positives in my school.
      I am going to change my methodology and include the new topics too.
      I am going to encourage some of my WSWM students who are aware that there
       are HIV positive to disclose and be role models to the rest of the young positives.
      I am going to incorporate personal testimonies so that the students can learn
       from other people’s experience.
      I am going to incorporate ICT so as to develop my learners ICT skills.
      I am going to encourage collaborative competition e.g. I am going to coordinate
       with the MDD department.
      I am going to encourage the students to set their personal goals and work hard to
       achieve them.
      I am going to share with my students the story of the eagle so that I can
       encourage them to make some changes in their lives.
      We are going to create an Entrepreneurship club as WSWM members.
      I am going to spare more time for my students.
      I am going to encourage the students to take positive decisions that can change
       their lives in future.

   I am going to encourage them to share with others their experiences and always
    pick the good things from their role models.
   I am going to sensitize the students that they should respect, love and accept the
    young positives because it is not their fault that they were born like that.
   I am going to include skit production in my lessons.
   I am going to encourage the students to delay sexual intercourse.
   As I am conducting the lesson, I will attach a topic I am teaching to the area of
    concern e.g. HIV to a hospital setting.
   I am going to use magazines, videos in my lessons.
   I am going to incorporate artifacts and media to make the WSWM lessons
   I am going to help learners to develop their skills in performing arts and visual
   I am going to involve the other teachers and mostly the school administration in
    the WSWM activities.
   I am going to advise the students to have a positive attitude towards themselves.
   I am going to use my computer skills to help the students to learn faster than
    when they use the book system and I am going to encourage them to be
    innovative in order to better their lives.
   I am going to ensure active participation of all the members in the implementation
    of the WSWM.
   I am going to ensure consistence and continuity of the program.
   I am going to help the students to discover their talents and value everyone in
    their lives as important.
   I am going to identify talented students and help them to become better.
   I am going to ensure that I too take some pictures of my students’ performances
    and use them since it will fit in the surrounding, I will get recordings of Nathan
    Zaake’s performances and use them to inspire my students since some of them
    have a talent and interest in performing arts.
   I am going to implement the WSWM in a way that suits our culture and local
   I am going to encourage the students not only to look at the white collar jobs and
    use Nathan Zaake as an example.
   I am going to fight against discrimination and stigmatization in my school.
   I am going to use the trained student peer educator to talk to the students, and
    also involve all the stakeholders i.e. parents, school administration etc.
   I am going to encourage my students to open up projects that will make them
    generate little income to meet their basic needs.
   I am going to train my own student peer educators.
   I am going to encourage my students to make use of the Internet because there
    are various opportunities for them.
   I will invite technical resource persons for the relevant topics.
   I am going to select and invite role models to share their testimonies with my
   While handling lessons, I am going to care and be supportive instead of giving
    remedies and emphasizing protection.
   With the help of entrepreneurship and performing arts skills this time, the
    students will be able to make a number of items and these will keep them busy.
   I am going to encourage the students to share ideas, challenges and
    achievements and also emphasize self-esteem for them.
   I am going to use the Internet to access information relevant to the various
    WSWM topics.
   I am going to equip the students with reflection skills.
   I am going to find solutions to the different challenges that have been limiting me
    from the effective implementation of the program.
   I am going to organize talk shows from resourceful people.
   I am going to encourage the students to participate in co-curriculum activities like
    sports and music.
   I am going to encourage the WSWM students to socialize with the young
    positives and not discriminate them and I will also take them to visit TASO.
   I am going to continue with the club amidst all the challenges and do the best
    that I can.
   I am going to create awareness among my students about the good and bad
   I am going to listen carefully to the students’ views.
   I am going to inform the students about the availability of other opportunities
    apart from books.
   I am going to inform the students some talents are businesses on their own like
    performing arts.
   I am going to fit in the new topics in the current curriculum.
   We are going to use the little we have to create a positive change in the school.
   I am going to inspire the young ones for greater performance.
   I am going to help the students to turn challenges into benefits e.g. a pregnant
    girl in school can be encouraged to give birth then come back to school.
   I am going to encourage the students who are already victims of sexual
   I am going to empower the students to make wise decisions on what they should
   Using the skits produced by the WSWM students, I will present and exhibit to the
    rest of my fellow teacher when it is appropriate.
   I am going to organize for outreach exhibitions so as to reach the neighboring
    schools and the entire community.
   I am going to utilize the student peer educators because the students listen to
    them most.
   I am going to involve service providers to handle some of the sensitive topics
    such as HIV/AIDS and reproductive health problems e.g. Mild May and TNT.etc.

Daniel asked the teachers how many of them had had their biological children go
through the WSWM curriculum and very few had. He challenged them to involve their
biological children in the WSWM activities because if their biological children are not
involved it gives the impression to the students that WSWM is not good for youth

“We must live by example. Once our biological children are involved other youth would
then pick more interest in WSWM”.

Daniel asked those teachers who would be interested in having their biological children
to at the Student Peer Educator training camps to make special requests to SchoolNet

(9:15 – 10:20) AM: Participants’ Inspirational talks and person testimonies

Testimony 1: “My daughter went to Bishops Secondary School and because of the
WSWM she is empowered and counsels her brothers and sisters at home. My second
last born was defiled and became pregnant but because of the skills that I acquired from
WSWM, I handled the issue lightly and yet the whole community wanted me to take
serious action. She gave birth, went back to school and she just completed her primary
seven and got a first grade”.

Testimony 2: “Last year 2010 at the WSWM Mid-term review, I was inspired by Moses
Senyonyi and Allen’s crochet project. My husband works on a Bilharzia project in our village and
the project people wanted to train the village people in Drama. When my husband told me that
they were looking for someone to train the people, I told him that I can do it. He accepted and I
went with my student peer educator and trained the people using the skills we acquired from
WSWM. We produced very good Drama and the people appreciated what we did and we are
now part of the project for they always call upon me to train people and I am given allowances. I
also started a small project of making mats from Allen’s example whereby I started with
50,000/= and 5 women. Though we haven’t yet gotten the market all the mats we had made
were sold during Christmas time”

Testimony 3: Taking advantage of the opportunities sent on the SchoolNet
Uganda WSWM mailing list by Chole Richard.

“I am Chole Richard a WSWM teacher and an AYV educator at PMM Girls Secondary
School Jinja. Last year, Daniel sent shared out twice on the WSWM mailing list an
opportunity for scholarships to attend the ICT4D2010 conference which was to be
hosted by the Royal Holloway University of London. The requirements were that the

applicant had to be from a poor country or a low income earner or a post- graduate
student and had to explain why she/he wanted to attend the conference.

I applied on the second call, attached my pay slips with two referees both of which were
my Deputy Head teachers. One thing I learnt was that the person you put as a referee
must be active in checking emails. In the applications applicants were also asked to why
they thought they would qualify for the scholarship and my strong points were my
involvement in many ICT projects like Adobe Youth Voices and the WSWM.

I qualified for a scholarship to the conference. My scholarship covered the cost of a
return air ticket to London, conference registration, accommodation and feeding while in

When I saw the email that I had qualified for the conference, I wasn’t ready for the
opportunity. First of all, I didn’t have a passport. I had always encouraged people to get
passports but I didn’t have one myself. I managed to get a passport though it was
challenging. Getting the UK visa was also difficult, first of all I didn’t have the money, it
was examination time and it also required some supporting information like whether you
have property, whether you are married, bank statement etc.

I got my visa three days to the trip. The first day I went for the visa, I reached at mid-day
and they closed the door right behind me and I got to learn that the whites follow time

The conference was during winter time in London with temperature below 0 oC so we
had to get warm clothing before leaving for London. This was another learning
experience for me. Our flight was at night via Nairobi. This was my first flight. I didn’t
sleep throughout the whole journey but one thing I learnt was never to wear a belt and
shoes with metals because at every check point I was told to remove all of them.

At the London Airport, we were picked up by somebody who drove us to his home
which was far from the conference venue. He could not drive us to the conference
venue so he asked us to take the train. We first got lost and our colleagues who had
arrived at the conference before were wondering where we had gone but we finally
reached the conference venue.

At the conference there were not only people of education but people from ICT and
some were students who had the enthusiasm to use ICT. There were very many
workshops and you had to choose where to go. As I interacted with the whites, I got to
know that they are very eager to learn things about Uganda and they know all the needy
places like Karamoja and the source of the Nile.

I learnt that it is important to document everything that you have done because the
conference was about what you have done and not what you are going to do. I got also
to listen to Sir Tim Berners-Lee the founder of the World Wide Web who gave a key
note address during the conference.

I resolved that the next time I attend a conference; I should not just sit down but will
have something to present. I have already submitted in my presentation proposal for the
Elearning Africa to be held in Dar es Salaam, Tanzania in May 2011. I am waiting to
hear from the conference review committee.

In conclusion, I urge all of you to always start something small, network and always
read their emails and try to grab an opportunity shared on the SchoolNet Uganda –
WSWM mailing list bounce”.

Testimony 4: My trip to the Netherlands by Twesigye Patrick Boss

“I am Twesigye Patrick Boss, WSWM teacher at Mbarara Army Boarding School. My
story has now become a family story because I am the first person in my family to travel
abroad. I joined the WSWM in Mutuyera High School. I would always call Daniel
Kakinda on phone and avoid using ICT (Internet) and the teachers would always
wonder where I get the airtime to call Daniel for all that long.

In 2009, Alex Okwaput called me and told me that WPF was developing a curriculum for
the primary schools in Kasese and Bundibujjo and wanted me to be part of it. While in
Kasese, I met the people from WPF and they told him to handle the children as they
were having other workshops.

One day I received a telephone call from WPF in the Netherlands asking me to go and
read my email. I felt embarrassed about this but when I checked my email, they were
asking me whether I could facilitate a session on the “Role of a teacher in shaping
the sexual rights of the young people” at the Sexuality under 18 Conference –How
the social environment influences sexual development. The conference was to be held
(11-12) October 2010 in Amersfoort, the Netherlands. I knew I was doomed because
there was no way I was going to use my verbal facilitation without ICT in Netherlands.

Because I had never thought of traveling, I didn’t have a passport so I processed it in
two weeks. I also managed to get my visa thereafter. I also bought a digital camera
before leaving for the Netherlands.

The day before we were supposed to travel, I went to Daniel’s place to help me check-in
online and I opted for a middle seat because it was my first on the plane and didn’t want
to sit next to a window.

Consulting other people is very important, Daniel told me that the food in Europe is
expensive and also ironing is difficult so he packed a lot of foodstuffs in my luggage
instead of many clothes. Daniel also told me not to sleep in the plane before getting
something to eat. In the plane I first thought the eatables were to be paid for so I first
took a few but when I saw people drinking water, I also started asking for water.

In the plane, I sat between a man and his girlfriend. The man told me that for everyone’s
safety, if there is an empty seat I should go and sit there. I prayed to God that there was
no empty seat left and indeed there wasn’t. When I fell asleep, I leaned towards the
man who pushed me roughly and I woke up. Then they switched on the seat TV. I didn’t
see where they had gotten the remote but good enough the man fell asleep and the
girlfriend showed me how to switch on the TV. Our flight was at night and when we were
landing, I got very scared.

We spent one and half weeks in Netherlands. We attended the WSWM meetings for
five days at the WPF offices with WSWM colleagues from other countries and two days
at the Sexuality Under 18 conference in Amersfoort.

The Netherland people were very hospitable and I very surprised that everyone in
Netherlands rides a bicycle male or female. I also had an opportunity to go to
Amsterdam. I managed to save the money that was had given to me for supper and
bought a laptop. I would take tea and the foodstuffs I had gone with from Uganda for
supper and then wait for very early breakfast”

Patrick showed the participants some of the photos he took when he was in
Netherlands e.g. the Bicycle Park, the Pink point for gay people.

Patrick concluded by asking the participants to continue implementing the WSWM full
heartedly for it to be a turning point in their lives.

Testimony 5: Global Response to “The Gained Hope” media by Winnie Nansumba

“ When we were creating the media, it was irrelevant to me and I didn’t know that it was
going to have so much impact on people’s lives but some of the people’s comments
from across the globe include:

      It was an eye opener to them.

      People didn’t know how to treat HIV positive people.

      People now know the challenges that the young positives go through.

      People now know how adherence is important for the HIV infected people.

      It is good for the young people to have role models.

      People now know what it means to be HIV positive.
      People appreciated the video and are sharing it with the other people .
More about the global responses to “The Gained Hope” can be obtained from

Key learning points from the personal testimonies
 Daniel summarized the key learning points from the personal testimonies for the
participants as below:
   1) Ensure you have a valid passport.
   2) Do whatever you are doing with a passion and to your best.
   3) Document whatever you are doing.
   4) Assess the impact of what you are doing.
   5) Document the testimony of the people you are working with.
   6) Always share.
   7) Try to take advantage of any opportunity shared. It is always better to try and fail
      than fail to try.

(10:40 – 11:00) AM: Opportunity: Scholarships to the 6th Elearning Africa Conference
(Session was facilitated by Daniel Kakinda)

Daniel informed the participants that Elearning Africa will hold its 6 th International
Conference for Development, Education and Training at Mlimani City Conference
Centre, Dar es Salaam Tanzania May 25-27, 2011. More information about the
conference can be obtained from (http://www.elearning-africa.com/ ).

Previous Elearning Africa conferences were held in Addis Ababa, Ethiopia (2006),
Nairobi, Kenya (2007), Accra, Ghana (2008), Dakar, Senegal (2009) and Lusaka,
Zambia (2010).

Daniel told the participants that he made presentations at the Elearning Africa
conferences of 2006, 2007 and 2008. For all the above conferences, he applied and
was awarded scholarships for attendance.

Daniel advised participants that it is better a just a participant for the first time you
attend the conference so that you can have a feel of the conference environment before
you think of presenting. Being a participant the first time gives you a sense of what
technology is used and also being a presenter at an international workshop has its own
challenges because you have to present to people who have options of attending many
other concurrent workshops therefore if you don’t convince them in the first five minutes,
they will move out leaving you with an empty room.

Daniel told the participants that this year 2011, the conference will be in Tanzania. The
deadline for presentation proposals was 16 th January 2001. The deadline for
scholarships is Friday 25th February 2011.

The purpose of these scholarships is to support those who would benefit most from the
conference in their day-to-day work, and whose organizations can not cover their costs
of attendance, nor are they able to finance it themselves.

Each scholarship will cover the costs of the full three-day eLearning Africa event which

         Registration for the main conference (incl. conference materials, a conference
          CD, coffee breaks and luncheons on May 26 and 27, 2011).

         Attendance at one full-day or two half-day workshops on May 25, 2011

         Hotel accommodation for three nights (if not based in Dar es Salaam or close to
          Dar es Salaam)

         A daily budget for travel and food within Dar es Salaam during the three-day
It is important to note:

   1. Travel costs are not included in the scholarship. However there will be a number
      of conference participants who will be going by road. It will be an adventure and
      a geographical tour in itself.

   (i)       The conference scholarship committee will NOT process a scholarship
             application submitted by a person who is already a referee to another
             applicant. Furthermore, the committee will NOT process an application citing
             referees who are already scholarship applicants. Therefore before putting
             anyone as your referee, it is important to notify the person first because he could be
             a possible applicant and you end up ruining both your chance and that of the person
             you have put as a referee.
   (ii)      Only one scholarship applicant will be sponsored per organization unless it is
             a university, in which case it should be only one scholarship recipient per

    The eLearning Africa conference scholarships can be filled online or downloaded
    from (http://www.elearning-africa.com/scholarship.php)

(11:00 AM- 1:00)PM: National WSWM Student Peer Educators’ Camps
(Session was facilitated by Daniel Kakinda)

(i) Previous Student Peer Educators’ Camps

Daniel informed the participants that SchoolNet Uganda has so far conducted three
Student Peer Educators’ camps and intends to conduct two Student Peer Educator
camps in the 1st term holiday for 2011.

   The 1st Student Peer Educator camp was held in 2008 at Nabisunsa Girls School for
    40 students. The students had been selected based on their excellent performance
    at the exhibitions.

    As SNU we learnt two key lessons from the 1st students’ camp:

    1) Though the students were good, they did not have a supportive environment
       when they returned to their schools because the schools had had no hand in
       their selection and they were not representing their school at the camp. Currently
       the students to be trained as peer educators are selected by the schools and the
       schools are responsible for their travel costs to and from the camp.
    2) Over half of the students turned up without personal effects like blankets and bed
       sheets. Since then SNU clearly specifies in all the invitation letters to teachers
       and students that they should come with personal like blankets, bed sheets,
       mosquito nets etc.

   In 2009, two Student Peer Educators Camps were conducted in the 2nd term holiday
    involving one student from each of 100 schools. The schools were responsible for
    selecting the students and for paying for their transport to and from the workshop
    venue and after the camp the students got support from the schools.

   In 2010, one Student Peer Educators Camp was conducted in December involving
    one student from each of the 50 schools which did not have any student trained in

   In 2011, because a number of Student Peer Educators trained in 2009 have left the
    school, SNU has planned for 2 camps in the 1st and 2nd weeks of the 1st term holiday
    for the 100 schools whose peer educators were trained in 2009.

(ii) Selection criteria for Student Peer Educators

The schools are responsible for selecting the student to be trained as the student peer
educator using their own criteria but the student should have a passion for WSWM,
should be knowledgeable about the WSWM curriculum, should have good interpersonal
and communication skills, should practice what WSWM stands for, should be well
behaved, trainable, good at mobilizing other students and should be still in the school
for at least two years.

(iii)   Roles of the WSWM Student Peer Educators

The roles of the WSWM trained Student Peer Educators include:

       Mobilizing students for WSWM activities and lessons.
       Assisting the WSWM teachers in conducting some of the WSWM lessons under the
        teachers’ guidance.
       Mobilizing students to produce artifacts e.g. poems, skits and art pieces for
        communicating SRHR messages to the other students in a youth friendly way at
        school assemblies and at the WSWM exhibition – Lesson 14.

Participants listened to a video speech on child abuse made by Ayoo Judith (Gulu
College) at the 2010 students’ camp and were urged to always use WSWM to give a
voice and a platform to the youth to air out their views on issues they are concerned

Participants listened to personal testimony on high sexual desire given by Nambasa
Viola (Angel High School) at the 2010 students’ camp. As they were listening to the
testimony most of them were frowning and jeering.

The testimony went as follows:

“One day, there was a guy who came to our place, these guys who sell soap, cleansers
for the skin. He told me that he doesn’t sell but he just teaches but for me he gave me
the soap and the cleansers as an offer.

The following day the guy came back to our home and asked me whether I had used
the soap and I told him that I hadn’t used it yet. He told me to escort him to see a certain
house and I accepted. When we reached near the house, he asked me what I thought
of the house and I told him that it was nice. He then asked me to enter but as a WSWM
student I refused because I knew something could happen.

He then thought of another trick and told me to escort him to a friend’s home in
Namungoona. I accepted but I told him that we shouldn’t take long because I had left
food on the stove. When we reached the house, I saw that there many cars and towels
outside. We went inside the house and he was given a key to the room which at first I
thought was his friend’s room.

We entered the room. When I looked down, I saw two slippers; one was red and
another was blue but of the same side and they had a word “lodge”. At this point I knew
that I was finished. I told the guy that I wanted to go and he told me that he loves me
and that he wants to make love to me. I told him that there was no way I was going to
sleep with him. Then he told me that you know you tall girls minimize us the short ones.
I told him short as you are you need a shorter girl.

He removed his trousers and told me that he was not short. I told him that I was getting
out of him and was not going to have sex with him today, tomorrow or any other day
and advised him to go for prostitutes if he wanted sex.

He told me, Viola, if you get out of this room you will regret for the rest of your life but as
a WSWM student I knew men have a high sexual desire waiting to have sex with girls
they have just met. I also knew the possible consequences of sexual intercourse like
unwanted pregnancy, STIs including HIV/AIDS. I slapped him which made him so
scared and I walked out of the room. The knowledge and skills I got from the WSWM
helped me to overcome the situation.

Fellow girls, I advise you to watch out for those men with a high sexual desire.”

After listening to the testimony, Daniel asked the participants for their reactions and
below were their reactions:

   The story must be concocted and the man must have been her boyfriend. How could
    she have stayed in the room talking to him for that long? ( Participant one)

   I disagree with the first participant because adolescents are curious and she wanted
    to know what would happen up to the last dot. ( Participant two)

   I disagree with the first participant because I have ever been a victim of a similar
    situation. One day our neighbor told me that there was a certain boy who loved me.
    When my mother sent me to the shops, I met the boy with his cousin at the bar and
    they took me to their place. Their father was very rich, the house was good with a
    very big fence and they took me to the Boys quarters because that’s where they
    used to sleep.

    As soon as we had entered the room, the father sat near the gate and started
    drinking. The boys told me that they couldn’t let me go because their father was very
    tough and would kill them if he saw that they had brought a girl at home. Their father
    stayed drinking near the gate up to 2 am in the night.
    In the middle of the night the cousin left me alone with the boy to give us space. I
    told the boy that touch me and you are dead. And because the boy feared that I
    would scream, he left me and didn’t touch me though he feared that the cousin was
    going to laugh at him that he wasn’t man enough.
    I stayed there until morning. I was a Youth Alive peer educator by them and I
    couldn’t believe that I had fallen a victim of such a situation. (Participant 3)

   The girl lacked confidence and the story doesn’t seem real therefore if you come
    across her, tell her to be confident and there are some missing parts in the story.
    (Participant 4)

   The reason as to why the young people don’t want to open up to the elders is
    because they know that you will judge them even before they finish their story. Most
    of you teachers jeered and frowned while you were listening to the testimony but you
    should know that young people are adventurous and are not aware of consequences
    therefore it is the role of the elders to tell the young people what is wrong and what
    should be done. (Winnie, SNU peer educator).

   Never take it for granted that any person who wants to rape you will do it
    immediately and before you know it you are already in the situation therefore
    teachers should equip the students with the negotiation skill so as to get out of the
    risky situation and they should equip them with many skills so that they can choose
    on which skill to use. ( Winnie, SRHR consultant)

“Looking at the scenario, what skills did the young girl have?” Daniel asked the

Participants’ responses were:

       Defense skills
       Negotiation skills
       She was somehow assertive
       We should tell the young people to resist gifts from strangers because not all gifts
        are for free.

Facilitator’s Harmonization

As a way of harmonizing, Daniel told participants that there are rules of using personal
testimonies as learning resources:

   1) Never be judgmental with personal testimonies.
   2) Understand that a personal testimony is someone’s experiences. Never argue
      about anyone’s testimony like saying it is not true. Someone is telling you what
      happened to him or her.
   3) Use the testimony to draw some lessons learnt because that is the main purpose
      for someone sharing his/her experience.
   4) Don’t ask for more than what one has shared like saying there are missing bits. A
      testimony is not a Police statement. One only tells you what he or she is
      comfortable with.

Daniel mentioned the skills that the teachers need to equip the young people with which

      Avoiding risky behavior
      Making independent but informed decisions.
      Negotiating themselves out of the risky situation
      Defensive skills so that they can fight out of risky situations.

One of the participants shared one incident when one of his students negotiated herself
out of a rape situation as below:

“One of the students at my school was about to be raped by a man but what she did
was that she told the man that I know what you want and I can give it to you. They
went to the nearby bush and as they went the man had cooled. In the bush, she told the
man to get ready and the man removed all his clothes. After the man was totally naked,
she took off and the man couldn’t run after her because he was completely naked
therefore teachers you should tell the students not to handle the situations forcefully but

(2:00 – 3:00) PM: Viewing Media that was produced in the 2010 WSWM National
Peer Educators’ Camp

Participants watched the media that was produced by the student peer educators in the
2010 National Peer educators’ camp as below:

     Skits : “I Wish I Knew”, “The Unexpected Damage”, Why Me “ Zinsaze”
     An Art piece on pregnancy by Kabanda Sheila of Rock High School
The 2010 Camp skits can be downloaded from the SchoolNet Uganda website
(http://schoolnetuganda.sc.ug/news/wswm-2010-skits-available.htm )

In WSWM, students should do skits and not plays. A skit should last between 5 -10 min.
During the camps, the students identify SRHR issues, they are divided into groups and
each group comes up with a skit. They write the skit story, script, select the characters
and act out the skit. It is important to ensure the skits have a moral conclusion and
lessons learned. The skits should not only shoe consequences of the SRHR issue but
should also show how to get out/recover from the issue.

Participants were provided DVD copies of the skits of the 2010 Students Peer
Educators camp.

(3:00 – 3:30) PM: Training in singing the WSWM Anthem
(Session was facilitated by Richard Lugya)

Participants were informed that the students peer educators and the teachers who were
trained in December 2010 had been trained to sing the WSWM anthem. The WSWM
anthem is a unifying factor for all the WSWM schools. It was very important for all the
WSWM teachers to learn the WSWM anthem so that they can teach it to their students.

The WSWM anthem can be downloaded from the SchoolNet Uganda website
(http://schoolnetuganda.sc.ug/news/uganda-wswm-anthem.htm ) but will also be sent to
the teachers together with the 2011 WSWM Kick-off Workshop report.

Teachers who are not good at music were encouraged to invite the music teachers at
their schools to teach the students the anthem.

Richard taught the participants how to sing the WSWM anthem.

(3:30 – 4:30) PM: Participants’ Dreams for WSWM in 2015
 (Session was facilitated by Alex Okwaput)

Participants were asked to share their dreams of WSWM in 2015. There was to be no
discussion about anybody’s dream because any discussions would just suffocate the
dreaming process.

Below were the participants’ dreams for WSWM in 2015:

      Using Drama and music to generate income for the program e.g. staging Drama
       on weekends.
      Using students to produce skits put them on DVDs and sell them to the parents
       i.e. producing a specific number of skits e.g. 5 skits compile them into a DVD.

   People always complain about transport costs. The program should be broken
    into regions and have offices in each region and meet together once in a year.
   If we really involve the parents, they will start preaching the WSWM gospel to
    their children.
   More involvement of the school administration.
   Talent shows and competitions
   Organizing WSWM days in the school.
   Holding competitive exhibitions between regions.
   Bringing more teachers on board.
   Using the WSWM on different occasions in the school i.e. to clean the occasion
    venue, plant trees this will help the school administration to see the relevancy of
    the club.
   Enlarging the network by linking up with organizations like reproductive Health
    Uganda, Tree talk and also link with cultural groups so that it can train the
    students in cultural dances.
   Working in harmony with the already existing clubs.
   WSWM has set the students to achieve their dreams and change their negative
    attitude therefore we should modernize cultural music so that the students look at
    it as one way of achieving their dreams.
   We should make the students believe in work as one way of fighting poverty and
    sex for gifts and make them look at WSWM as one way of achieving their dreams
    and the other schools and the community will look at them as messengers of
   Bringing on board the WSWM alumni and form a club so that they can do
    something productive and become youth advocates.
   WSWM will have grown and will be working with the Ministry of Education and
    will be time-tabled on the school programs.
   The reason as to why the teachers resist the program is because they don’t
    understand it therefore we should endeavor to make the teachers to understand
    the program.
   Strengthening WSWM at school level. Teachers should organize workshops for
    the peer educators, head teachers, deputy head teachers and the Directors of
    Studies (DOS).The DOS is a very influential person because once he
    understands the program he can include it on the time table and it can remain on
    the time-table even when the head teacher is transferred e.g. at my school last
    year we had a budget for the WSWM activities and all we had to do was to
    produce reports of the SNU workshops that we attend.
   Producing newsletter under WSWM for the other people to read.
   Motivating the other teachers by making use of the opportunities and sharing
    them with them.
   Talking about the different activities of WSWM in magazines.
   Having talk shows because they reach a wider community. Last year very few
    parents turned up for the exhibition because they don’t know what WSWM is all
      Integrating it into the school curriculum, orienting the S1’s during the orientation
      Bringing everyone on board including the nurses, cooks and Askaris.
      Internet connectivity such that we all access all the opportunities because the
       program is all about ICT.
      Translating the WSWM curriculum in native languages and having joint
       workshops with people in Netherlands through video conferencing.
      Students creating the content in the WSWM curriculum.
      Daniel should train someone else to help him.
      Tele conferencing to phase out the physical visits.
      Creating a WSWM alumni association and registering it.
      Having annual regional conferences.
      Providing social services like counseling and sensitization workshops.
      Continuing being sensitive with the problems that the youth are facing e.g. hope
       after rape or defilement. These issues should be included in the curriculum.
      Outreach programs by the students to the students in other schools and their
      Same workshops for the teachers, students and head teachers so that each of
       the group can be aware of what the other group thinks and then harmonize.

Participants were urged to start implementing the dreams they had shared at school
level. SchoolNet was also going to start implementing some of the dreams at national

(5:00 – 6:00) PM: Presentation: Introduction to International Collaboration through
the iEARN Collaborative Centre
(Session was facilitated by Daniel Kakinda)

Daniel told participants that iEARN stands for the International Education and Resource
Network (http://www.iearn.org ) and it is a network of educators and students in over
120 countries across the globe. In each of the iEARN countries, there are iEARN
country coordinators and he was the iEARN-Uganda coordinator.

Daniel asked participants why people join professional networks and they gave the
following responses:

      To exchange ideas

      To look for opportunities because the more you link up with people the more your
       opportunities increase.

      To share skills
          To professionally grow through further learning.
He urged the participants to get out of their cocoons and join iEARN which is the largest
international education networks so as to exchange ideas, share and develop skills,
professional grow and expand their opportunities by working with students and teachers
across the globe.
Joining iEARN in Uganda is free. All you need to fill and submit the registration form at
http://media.iearn.org . Once you receive a validation email from the country
coordinator, you can start logging in at http://media.iearn.org
Daniel gave participants a web tour of both the iEARN International website
(http://www.iearn.org ) and the iEARN Collaboration Centre (http://media.iearn.org )

At the iEARN Collaboration Centre (http://media.org) , he encouraged the teachers to
participate in:

(i)        The Teachers’ Forum – which is the meeting place for teachers across the globe
           to exchange ideas, get professional advice from peers and develop new project

(ii)       International educational projects. The projects cover different curriculum areas
           with a number of them cross-cutting. It is better to start with simple projects which
           don’t consume a lot of time like one day in a life project where students write
           about the events that take place in one day of their lives. There after you can
           participate in more time demanding projects. You can then come up with your
           own project (using the project template provided) and invite other schools to
           participate in your project.

           By involving in international projects, teachers and students develop 21 st century
           skills like social responsibility, cross-cultural understanding, communication skills,
           information literacy skills and ICT literacy skills.

Daniel encouraged participants to take advantage of the Online Teacher Professional
Development courses offered by iEARN (http://www.iearn.org/professional-
development/online-courses). The courses last for nine weeks. The next courses with
be running from Feb 25th –April 24th, 2011.

Among the course offerings, open to teachers from around the world, are: Creative Arts,
Language Arts, Contemporary Affairs, Geography, Science, Technology, Math,

Teaching of Foreign and Second Languages, Learning Circles and Integrating
Journalism skills into the classroom

To attend you need to register for one of the courses. The courses are paid for cases
but you can apply for a scholarship which can be offered to you by iEARN-USA and
iEARN-Uganda at the recommendation of the iEARN-Uganda country coordinator.

Daniel called upon Alex Okwaput to share with the participants his experience with the
iEARN online courses.

Alex told participants that in May 2010, he received a certificate as an iEARN Master
teacher and he did his online course while he was at his school Bishops Secondary
School i.e. he didn’t go out of the country. This was his second iEARN online course
having done the first one in 2003. The first course was Integrating ICT in a classroom
and the second course was Learning circle. Each week you are given a task and the
people you study with are in different time zones.

Online courses help you to be culturally sensitive in your communication and also teach
you how to manage your time effectively in order to meet the deadline.

The online courses require you to work with your students and then report back to the
rest of the course mates. In the Learning Circle course, his class shared with the other
people the different types of traditional dresses. His students went and looked for
content, compared it, shared it and at the end of the project, he acquired certificates for
his students.

Daniel cautioned participants that one of the pre-requisites requirements for online
course be them at Masters’ Level require previous experience in online courses so
successful participation and completion of the iEARN courses will open their chances to
other online courses.

        ……………………… END OF WORKSHOP……………………………………….

Report made by:
   1. Nalubega Sylvia (Rapporteur)
   2. Kakinda Daniel (Training Director, SchoolNet Uganda

Appendix 1: Names, School and Contact Information of the Participants

NO. NAME                SCHOOL              SUBJECTS           CONTACTS

1.    Gumushabe         Muntuyera High      Computer studies   0782064951
      Gregory           school (Ntungamo)

2.    Nsereko Ismail    Bukomero            History            0776262628
                        Secondary School,
                                            Luganda            ismailnsereko@yahoo.com

3.    Itiakat Gideon    Ngora Girl’s        Geography          0782081729
                        Secondary School
                                            History            itiakatgideon@yahoo.com

4.    Atim Miriam       St. Katherine S.S   Geography          0772986665
                                            History            miriamabuch@yahoo.com

5.    Mukalazi Vicent   M.M. College        Biology            0782995146
                                            Chemistry          muvi3k@yahoo.com

6.    Ssegujja Slyvest Gayaza High          Lab attendant      0776193233

7.    Opio Boniface     Comboni College     Physics            0782593479
                                            Chemistry          bonpio@yahoo.com

8.    Atuhairwe         Masindi Secondary   Mathematics        0782768036
      Beatrice          School,
                                            Geography          atuhubeatrice@gmail.com

9.    Turyagumandwe     Kabalega            History            0772393313
      Richard           Secondary School

10.   Otim Otto         Pope John Paul II   Commerce           0775316101
      Walter            college
                                            Economics          otinotto@yahoo.com

11.   Muhindo Medius Karambi S S             CRE/               0783347454


12.   Agola Nobert      Pilkington college   Entrepreneurship   0771615080/0752376247
                        but transferred to
                                             Commerce           anobert08@yahoo.com
                        Mengo S.S

13    Mupaghasya T      Bwera Secondary      Agriculture        0787214695
      Abisayah          School
                                             Biology            muhindoabisayah@yahoo.com

14.   Mwanja Peter      Bukooli College             Music        0779866466

15.   Muhanuzi          Bwikya Secondary     History            0772898155
      Swaleh            School

16.   Kuteesa           Gayaza High          Fine Art           0782363134,
      Elizabeth,        School,

17.   Nakinga Ruth      Gombe Community      Entrepreneurship   0774086644
                                             Computer studies   ruthnakinga@gmail.com

18.   Nakintu Agnes     Kitara S.S.          English            0772552689

                                             Literature         nakintuagnes@yahoo.com

19.   Stella N. Were    Iganga Secondary     English            0712860305
                                             Literature         were.stella@yahoo.com

20.   Walusonzi         Kakira Secondary     Computer           0757543363
      Patrick           School

21.   Tumusiime         Trinity College                         0718042583
      Kishemeza Edith   Nabingo,

22.   Nalugonda        Kiira College Butiiki   History            0775104646
                                               CRE                enalugondo@yahoo.com

23.   Amuge Peres      Olio Community          Business studies   0782261363

24.   Inzukuru Zenah   Muni Girls S.S          English            0772607238
                       ( Arua)
                                               Literature         inzukuruzenah@yahoo.com

25.   Iruot Agnes      Tubur Sec.              History            0782931116
      Alice            Secondary ( Soroti)

26.   Tumwesigye       St. John’s S.S          Geography           0782121710/
      Patrick          Ikumba                                     0752121710

                                               Political          tumwe.patrick@yahoo.com

27.   Mirembe          Dabani Girls            Biology            0773214343
                                               Chemistry          carode_mirembe@yahoo.com

28.   Wabwire          Hilltop College         Geography          0775426774
      Godfrey          Nkokonjeru
                                               History            godfreywabwire@yahoo.com

29.   Ameii Joshua     Kotido Secondary        Commerce           0772655776
      Lochge           School
                                               Accounts           ameijoshua@yahoo.com

30.   Ocan             Pope Paul VI S.S,       Biology            0773024030,
      Christopher      Anaka
                                               Chemistry          ocanchristopher@yahoo.com

31.   Namaganda        Lubiri Secondary        Computer           0782700262
      Justine          School

32.   Kayanga Rose     Jinja Secondary         Computer           0792757706/075210782

33.   Lwanga            Pilkington College   Fine Art            772877156/0701877156,
      Geofrey           Mululuka

34.   Kabanda Irene     Ndejje Sec School    English             0782550283

                                             Literature          irene.nalweyiso@yahoo.com

35.   Ataro Alice       St. Mary’s College   History             0772975385
                                             Geography           aliceataro@yahoo.com

36.   Tumusuza          Lweru Secondary      History             0752656244
      Moses             School

37.   Bingi Musa        Nkoowe High          Entrepreneurship    0782860789/0772009398
      Doka              School
                                             Commerce            dokamusabingi@yahoo.com


38.   Kyambadde         Buwuule Memorial     Geography           0756529735
      Robert            High School

39.   Nakiwala          Angel High School    English             0782881041
                                             G.P                 annpatrician@yahoo.com

40.   Kakande Sabiiti   St. Stephen’s S S    Economics           0777523809
                                             History             kakssabbo@yahoo.com

41.   Embatia Jessen    St. Mary’s Ediofe    Agriculture         0782311131
                        Girls S S

42.   Angwech           Aloi Secondary       English             0712027107
      Ernesta Jane      School

43.   Mpabulungi        Busude College       History             0774021603
      Sylvia            Bugaya

44.   Ndagire Hadijah   3R’s Secondary      CRE                0779111424
                        School Lugazi

45.   Inyalio Simon     Ngora High School   Computer           0782982616

46.   Opio Damian A     Rock High School    History            0772322381

47.   Akello Susan      Bishop Tarantino    History            0787568256
      Nancy             College Lira

48.   Nakku Rose        Holy Family SS      Entrepreneurship   0773456811
                        School Kyamulibba
                                            Computer           kimulirose@yahoo.com

49.   Nabwire Grace     Buhobe Secondary    History            0772377182
                                            CRE                nabwiregrace@yahoo.com

50.   Kamuhanda         Mbarara Army        Business           0776687442
      Conrand           Secondary School

51.   Ajiko Jullig      Arua Public         Geography          0782535533
                        Secondary School
                                            Divinity           ajikoj@yahoo.com

52.   Getrude           Gayaza High         P. E               0704778696
      Namulondo         School

53.   Adinan Sarah      Aringa Secondary    History            0782904220
                                            Geography          adinansarah@yahoo.com

54.   Kathungu Maate Mt. Rwenzori Girls’    Business studies   0777851207
      Elizabeth      school

55.   Otama Moses        St. Joseph’s          Physics          078252522673
                         College Ombachi
                                               Mathematics      mosesotama@gmail.com

56.   Emekeu Yosam       St. Elizabeth S.S.S   Geography        0782384054
      Engichu            Nkoowe
                                               Divinity         emekeuyosamengichu@yahoo.com

57.   Achienge Lilian    St. Mary              Geography        0782487161
      Lorna              Magdelene Girls
                                               History          achienglorna@yahoo.com
                         Secondary School

58.   Oyungi Alfred      Central Secondary     English          0775522488
                         School Lira

59.   Wacha Elizabeth    Dr. Obote College     English          0785248265
                                               Literature       lizwachaopio@yahoo.com

60.   Akello Beatrice    Dr. Obote College     Fine Art         0782656880


61.   Ssempijja Sylvia   Buwagga Secondary     Economics        0772857174

62.   Bukenya Winifred   St. John Buwaaya      Geography        0772430385
                                               Economics        winifreyb1@yahoo.com

63.   Barongo Arthur     St. Thomas Aquinas    Art and Design   0782860070
      Tobbie             S.S Kashaka

64.   Nakirya Dalia      Mt. Olives College    History          0783986098

65.   Kiiza Eunice       Mt. Olives College    History          0712275484
                                               French           eunyce98@gmail.com

66.   Kitayimbwa       St. High School      Physics            0774193453
      Peter            Namugongo

67.   Kitaka Simon     St. James High       Political education 0712257729
                       School Nansana

68.   Kasadha Yorke    Stella Maris         Geography          0782437184
                       College Nsuube
                                            History            ykasadha@yahoo.com

69.   Wantaate         Mt. Olives College   Computer           0774647497/0775852231
      Livingstone      Kakiri
                                            Entrepreneurship   wantastone@yahoo.com

70.   Adroa Patrick    Mvara Secondary      Literature         0775699270
      Lumumba          School
                                            Computer           aplumumba25@yahoo.com

71.   Chole Richard    PMM Girls            English            0782347541

                                            Literature         cholerichard@yahoo.com

72.   Nanyiti Mary     St. Balikuddembe                        0782806102
      Immaculate       S.S Kisoga

72.   Katusabe Kubra   Bwikya Secondary     Mathematics        0772581979

73.   Alandi Marion    Moroto High School History              0772671065

                                            Divinity           alandimarion@yahoo.com

74.   Asiga Everest    Gulu High School     Mathematics        0777370134


75.   Adoch Betty      Kitgum               History            0782723345
                       School               Geography          adochbetty@yahoo.com

76.   Adama Godfrey    Luweero              Biology          0772470670
                       Secondary School
                                            Chemistry        andamagodfc@yahoo.com

77.   Akello Emilly    Almond College       CRE              0782744222
      Doll             Lira
                                            Political        demilly@yahoo.com

78.   Maninda          Nyenga Secondary     History          0772645524
      Bernadatte       School
      Wagaluka                              CRE              wagadatte@yahoo.com

79.   Mugisha Julius   Masheruka            Physics          0782303652/0703752357
      Kakwara          secondary school
                                            Chemistry        juliuskakwara@yahoo.com

80.   Bajula Grace     St. Maria Gorrette   English          0772508052
                                            Literature       bajulagrace@yahoo.com

81.   Sarah L.         Gayaza High                           0772680062
      Magaya           School

82.   Omoding Ismail   Mbale Secondary      Art and Design   0775458469

83.   Mwebesa          Bishops Senior       English          0772619013/0701619013
      Modest           School Mukono
                                            Literature       mbagumas@yahoo.com

84.   Ekaru Susan      St. Steven Senior    English          0782068397
                       School Soroti

85.   Tino Angella     Amuria Senior        Geography        0772839646
                       Secondary School
                                            CRE              tinoangella@yahoo.com

86.   Twinamatsiko     Holy Family          Geography        0782169018

87.   Itogoot Fred     St. Peters          Fine Art         0782356890
                       Secondary School                     freditogot@yahoo.com

88.   Semaganda        St. Andrea Kahwa                     0774802036
      Stephen          College

89.   Otim Denis       Manjasi High        Biology          0777769824
                                           Sports science   otimex@yahoo.com

90.   Kipwola          St. Josephs         Biology          0773232791
      Florence         College Layiibi
                                           Chemistry        kipwola2006@yahoo.com

91.   Adonyo David     Lira Town College   French           0787566444


92.   Kizza Cliff      Bishop Dunstan      English          0772620596
      Richard          Nsubuga Memorial
                       Secondary School    Literature       richcliff@gmail.com

93.   Wamangoli        High Standard       Computer         0775665643
      Dickson          Secondary School
                                           English          wamangoli2004@yahoo.com

94.   Tumwesigye       Mbarara Army                         0772858109
      Patrick Boss     Secondary School

95.   Sekitale         St. Peters S.S      Computer         0772820692
      Fredrick         Nsabya
                                           Luganda          sekitalefo2200@yahoo.com

96.   Bataamye         Nakanyonyi Girls    Geography        0773547431
      Geoffrey         School
                                           Political        bataamyegeoffrey@gmail.com

97.   Kutosi Michael   St. Joseph’s S.S    History          0772313455/0700127907

98.   Emeru Edison      St. Joseph’s           English            0782439017
                        College Layibi
                                               Literature         emed17@yahoo.com

99.   Mbaziira          St. Maria Gorretti     English            0782742787/0752628684
      Florence          S.S katende
                                               Literature         florencembazira@yahoo.

100   Biwoye Justine    Teso College Aloet                        0782441162

                                               Music              biwoye@yahoo.com

101   Aryem Patrick     Excel Boarding         Physics            0782668804
.                       School
                                               Chemistry          aryempatrick@yahoo.com

102   Kagumba Steven    SPC kawongo            History            0752953010

103   Mirimu Robert     Aidan College          Entrepreneurship   0752620680

                                               Commerce           rmirimu@yahoo.com

104   Lukungu Francis   Trinity College Gulu                      0782687157

105   Lugya Richard     Bishops Senior         English            0774036040
.                       School Mukono
                                               Literature, IT     lugyarik@yahoo.com

106   Akeso Winifred    SRHR consultants                          0772607612

107   Nansumba          SNU peer educator                         0701513945
.     Winnie

Appendix 2: Facilitators’ names, roles and contacts

 No.          NAME                 ROLE                 CONTACTS

 1.    Daniel Kakinda        Lead facilitator   0772820167


 2.    Alex Okwaput          Co-facilitator     0772821911


 3.    Nalubega Sylvia       Rapporteur         0773474756


 4.    Allen Nansubuga       Logistical Co-     0772121373


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