Child Protection Training Manual

Ministry of Gender, Child Welfare and Community Services
CHILD PROTECTION
TRAINING MANUAL
PROTECT THEM!!!
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FOREWORD

Children are the seed of society. Their well-being is critical for survival of society as well as its
orderly functioning. It is in view of this that child protection is an area that can no longer be
ignored. Given the challenges children are facing in view of the fast changing community
situations owing to social change, continued survival of harmful traditional practices, poverty,
HIV/AIDS and the unfolding humanitarian crisis, it is increasingly being appreciated that a cadre
of child protection workers has to be developed as well as upgrading their skills so that they
facilitate securing the hopes, dreams and potentials of children as they grow up to play their
rightful roles in society. This training manual is developed with these considerations in mind.

This child protection training manual captures a broad set of issues considered critical in child
protection. It discusses such conceptual issues as the concepts of child protection and places
these within the context of human and childrens rights and the approaches to human rights
programming. In view of the many contextual and community-based factors affecting children,
learners are exposed to the realities children grow in and within. These include poverty,
HIV/AIDS, Malnutrition, Humanitarian Crisis and cultural Factors, including the issue of
volunteerism. Other child specific issues focussed on include Child Abuse and Juvenile Justice.

The manual exposes learners to issues affecting children in need of special protection. Such
children include: Abused children, Children in conflict with the law, Children living on/off the
streets; Children in employment; Children at risk of trafficking, children with disabilities and
Orphans and other Vulnerable Children.

The manual further focuses on community capacity development which entails some of the
specific skills that child protection workers require so as to effectively discharge their
responsibilities. These include knowledge on how to offer psychosocial support, knowledge on
early childhood care and development and social work. Other skills necessary for child
protection work, but which also apply in community development are introduced to learners. The
idea is to offer a broad basket of skills to the learners. Some of them include project design and
management as well as Community mobilization, Community dialogue, Advocacy, Lobbying
and networking, Leadership skills, Community investigative skills, Skills for working with
children (especially relationship building, ethics and approaches of data collection with
children), Child counselling skills, proposal writing, and report writing.

There is need to appreciate that child protection is a collective effort. Hence learners are exposed
to roles and responsibilities of duty bearers, namely, government and the state, district
Assemblies, CBOs/NGOs/FBOs, the family and the community.

It is expected that this manual will be useful to a broad cross-section of professionals and
individuals working in child protection. This is both within government organisations as well as
outside government. While the manual has also been specifically written with child protection in
Malawi as the main focus, it can also be used with very minimal modification in other countries.

Lastly, it is with the best interest of the children of the world that this manual is written. Their
protection is critical for the enjoyment of their rights. LET THE CHILDREN BE SECURE.
PROTECT THEM!!!
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ACKNOWLEDGEMENTS

The Ministry of Gender, Child Welfare and Community Services, in partnership with UNICEF
Malawi would like to thank all individuals, institutions and organizations who contributed
towards the successful completion of this child protection training manual.

Special thanks go to the task force members of the child protection-training manual who have
greatly contributed to this training manual. Their tireless efforts in guiding and supporting the
process of developing this training manual are highly recognized. Appreciation also goes to the
principal and staff of Magomero Training Centre who greatly contributed to the drafting of this
document and further involvement in pre testing of the training manual.

We would also like to recognize the contributions of a number of stakeholders for their insights
into the development of the manual. They include Plan Malawi, Active Youth Initiative for
Social Enhancement, Chisomo Childrens Club, Malawi Police Service - Victim Support Unit,
Malawi Carer, National Juvenile Justice forum, Youth Net and Counselling (YUNEKO),
Federation of Disability Organizations in Malawi (FEDOMA), Paralegal Advisory Service, Feed
the Children, Malawi Human Resource Centre, Ministry of Labour, The Law Commission and
Consul Homes.

Appreciation also goes to the staff of OVC and Child Protection section (UNICEF); Elizabeth
Hughes (Head of Section) and officers Mayke Huijbregts, Godfrey Banda, Linda Kabwila, and
Federica DellAmico; and also to Mr P. S. Kilembe, Director Social Welfare Department,
MOGCWCS, Mr Willard Manjolo, Senior Programme Officer - OVC, Social Welfare
Department, MOGCWCS, and all the other staff of the Ministry for their support and guidance
throughout the development of this training manual. Their technical advice and comments were
valuable and insightful.

And most importantly, we would give special thanks to the children from Consul Homes, Kalolo
Primary School and Charity Primary School who devoted their time and enthusiastically
participated in the child protection-training manual. They represent the millions of other
Malawian children.

Finally, MOGCWCS and UNICEF are grateful to the UNICEF consultant, Dr. Alice Akunga, for
developing this child protection-training manual and making this document a reality.

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TABLE OF CONTENTS
Page
Foreword ii
Acknowledgements iii
Table of contents iv
Acronyms vi
Definition of terms viii

1.0 INTRODUCTION TO THE MANUAL 1
1.1 Some assumptions 1
1.2 Objectives of the manual 2

2.0 HOW TO USE THIS MANUAL 3
2.1 The role of the facilitator 3
2.2 Target groups 4
2.3 Coverage 4
2.4 Implementation of the training programme 6
2.5 Experiential learning 7
2.6 Specific techniques a facilitator may use 7
2.7 Games and exercises 8
2.8 Organising and conducting a session 11
2.9 Evaluation 11
2.10 Tasks 12
2.11Tentative Training Programme 13

3.0 UNIT PRESENTATION 16

UNIT 1: CHILD PRITECTION 17
1. Introduction to child protection 18
2. Human rights 24
3. Childrens rights 30
4. Human rights approach to programming 39

UNIT 2: CHALLENGES TO CHILD PROTECTION 42
1. HIV/AIDS 43
2. Poverty 56
3. Malnutrition 63
4. Humanitarian crisis 66
5. Cultural practices 71

UNIT 3: CHILD PROTECTION ISSUES 73
1. Abused children 74
2. Children in conflict with the law 96
3. Orphans and other vulnerable children 105
4. Children living on/off the streets 112
5. Children involved in child labour and exploitation 116
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6. Children with disabilities 121

UNIT 4: EARLY CHILDHOOD CARE AND DEVELOPMENT 126

UNIT 5: INTRODUCTION TO SOCIAL WORK 129

UNIT 6: ROLES AND RESPONSIBILITIES OF DUTY BEARERS 139
1. Government and the state 140
2. District assemblies 144
3. CBOs/NGOs/FBOs 146
4. The role of community 148
5. The role of the family 151

UNIT 7: PROJECT DESIGN AND MANAGEMENT 155
1. Community assessment 156
2. Data collection 159
3. Project proposal development 162
4. Project development and management 165
5. Report writing 170

UNIT 8: COMMUNITY CAPACITY DEVELOPMENT 173
1. Community mobilization 174
2. Community dialogue 178
3. Networking and advocacy for child protection 184
4. Leadership skills 187
5. Skills for working with children 190
6. Child counselling skills 195
7. Life skills 199
8. Gender and child protection 203

BIBLIOGRAPHY 208

ANNEXES 212

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LIST OF ACRONYMS

ABC Abstinence, Be faithful, Use condom
ACRWC African Charter on the Rights and Welfare of the Child
AIDS Acquired Immuno Deficiency Syndrome
ARV Anti Retroviral
CBOs Community Based Organizations
CEDAW Convention on the Elimination of Discrimination Against Women
CNSP Children in Need of Special Protection
CRC Convention on the Rights of the Child
DSWO District Social Welfare Officer
ECCD Early Childhood Care and Development
FBOs Faith Based Organisation
FGC Female Genital Cut
HIV Human Immuno Deficiency Virus
HRAP Human Rights Approach to Programming
MOGCWCS Ministry of Gender, Child Welfare and Community Service
MTCT Mother To Child Transmission
NGO Non Governmental Organizations
OIs Opportunistic Infections
OVC Orphans and Vulnerable Children
PID Pelvic Inflammatory Disease
PLWAs People Living with HIV/AIDS
PMTCT Prevention of Mother To Child Transmission
STIs Sexually Transmitted Infections
SWOT Strengths Weaknesses Opportunities and Threats
TBAs Traditional Birth Attendants
UN United Nations
UNCRC United Nations Convention on the Rights of the Child
UNICEF United Nations Childrens Fund
VCT Voluntary Counselling Testing
VDC Village Development Committees
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VIPP Visualization in Participatory Programmes
WHO World Health Organizations

viii
DEFINITION OF TERMS

Advocacy: This is a set of targeted actions directed at decision makers in support of a specific
policy to address an identified need. Advocacy is first and foremost a process, occurring over
unspecified amounts of time sometimes brief but often lengthy. It is always directed at
influencing policy, laws, regulations, programmes or funding decisions made at upper most
levels. It includes lobbying as a strategy, which entails informing, persuading and moving policy
and decision makers to support the undertaking of a specific course of action.

AIDS (Acquired Immune Deficiency Syndrome): It is caused by a virus (HIV) which attacks
the bodys defence mechanisms, weakening it thus exposing one to various infections such as
tuberculosis, persistent diarrhoea and vomiting, skin infections, pneumonia and others. The
progression of these infections could lead to death.

Caregiver: A caregiver is a guardian or parent who is charged with the responsibility for the
childs welfare and livelihood including comfort, upbringing, guidance, provision of basic needs
and realizing of human rights.

Child: All persons under the age of 18.

Child labour: Any form of economic exploitation or any work that is likely to be hazardous or
interfere with a child's physical, mental, spiritual, or social development.

Child protection: Preventing and responding to specific situations where children are at risk of,
subject to abuse, violence, torture, armed conflict, physical, sexual, mental and emotional abuse,
exploitation, discrimination, persecution, exclusion, neglect or deprivation of parental or other
family care, with a view to ending the abuse, neglect or removing children from the abusive
situation and securing those childrens full integration ort re-integration to their families and
communities or as a last resort, other protective environments, where all their rights can be met
and protected.

Child sexual abuse: Rape or forced sex, involving children with peers or adults.

Child sexual harassment: Includes touching a childs body in a sexual manner, using language
with sexual connotations with children, and exposing children to pornographic materials.

Child work: Light work after school or legitimate apprenticeship opportunities for young people
in the family or communities.

Childrens rights: These are entitlements that all children should have for their growth and well
being regardless of their age, sex, race, nationality, religion, political beliefs and language.

Community mobilization: This is the process of supporting communities to clarify and address
their problems, needs and aspirations collectively. In this case, the people are involved and
participate actively in articulation and responding to their own problems with support of some
expert or facilitator.
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Community structures: These are organized community based groups, institutions or
individuals who could be engaged to provide manpower to child protection activities. They
include community authorities, community groups, FBOs, CBOs and others

Convention on the Rights of the Child: An agreement by all member states of the United
Nations on what all children should have and are entitled to for their growth and well being.

Evaluation: This is a periodic impact assessment process, which seeks to establish whether or
not the activities are achieving the desired results or intended purpose.

Gender: gender is defined as the set of characteristics, roles and behaviour patterns that
distinguish women from men socially and culturally. Unlike sex which is biologically
determined, gender is learned and can be un learned. Gender refers to widely shared expectations
and social norms that influence status accorded to men and women, plus the way they interact,
together with the power plays between them.

Gender mainstreaming: gender mainstreaming seeks to address the differential impacts of
HIV/AIDS on women and men, and boys and girls and to promote justice by reducing gender
inequality. It ensures that gender inequalities are addressed in designing, planning,
implementation, monitoring and evaluation of programmes and ensures that all women, men,
boys and girls share beneficial outcomes equitably.

HIV (Human Immune Deficiency Virus): A virus which leads to AIDS (Acquired Immuno-
Deficiency Syndrome).

Monitoring: This is the process of tracking progress of activities being undertaken on a
continuous basis. It seeks to ensure that activities are carried out as planned

Networking: Networking is a process by which two or more organizations/individuals
collaborate to achieve a common goal. In child protection, networking is promoted to accelerate
learning and information exchange, strengthen partnerships at all levels and build coalition
among stakeholders so as to respond effectively to the needs of children.

Orphan: A child under the age of 18 who has lost his/her mother, or father, or both through
death.

Project: A design or an undertaking to accomplish specific objectives in response to an
identified need/problem.

Service provider: This is an individual employed or attached to a formal institution that
provides professional care/service to the children in need of care and support.

Stakeholders: These are organizations or individuals who are involved or interested in child
protection including Government of Malawi ministries and departments, NGOs, FBOs, CBOs,
community support groups, International development partners and donor agencies, families,
caregivers, service providers and communities.

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1.0 INTRODUCTION TO THE MANUAL

Welcome to a manual for training child protection workers. This manual is designed to assist
trainers of actors in child protection. It is therefore meant for training of child protection workers
such as programme/project officers in non governmental organizations (NGOs), community
based organizations (CBOs) and faith based organizations (FBOs), social welfare officers,
judicial and other juvenile justice officers, public administration officials, community leaders,
and teachers or any other cadre of staff working in child protection.

Child protection is an area that can no longer be ignored. Given the challenges children are
facing in view of fast changing community situations owing to social change, continued survival
of harmful traditional practices, poverty, HIV/AIDS and the unfolding humanitarian crisis, it has
become imperative that a deliberate action is made to equip stakeholders in this area with skills
to ensure that child protection issues are addressed in a professional and competent manner. This
is what is required of a just society. It is what society owes to the children, as it is their right to
be protected and indeed, promotion of their rights.

It is in this context that this training manual has been designed to enable trainers address child
protection issues. This is through training and capacity building on a variety of issues including
human and child rights, contextual factors affecting children (poverty, HIV/AIDS, humanitarian
crisis, culture and values), juvenile justice, early childhood care and development, social work,
programme development and management and the role different stakeholders ought to play in
child protection. The manual also focuses on a range of other crucial skills actors in child
protection need to have so as to function effectively. These include community mobilization,
community dialogue, networking and advocacy, leadership skills, community investigative skills
and such other skills for working with children as relationship building, ethics, child counselling
skills and approaches of data collection with children.

This manual is divided into two parts; the first part consists of the facilitators guide to help you
understand how to use this manual as you organize the training. The second part provides you
with the content covered in child protection training including the content and activities of the
training. This manual will also be accompanied by a resource kit with detailed information.

Various names have been used in this document, these are however pseudonyms and are not the
real names of the people.

1.1 Some Assumptions

This manual has been designed with several assumptions in mind, including the following:
Experiential learning, including role-plays, discussions and debate is an excellent way to
learn.
Workers in child protection need opportunities to gain the appropriate information and
skills.
Individuals working in child protection can make good choices and decisions if they have
knowledge and skills in their area of work.

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A crucial assumption that this manual makes is about you, the facilitator. You are the key to
success for this programme. Since sensitive issues related to child protection will be discussed,
you should:
1. Like working with people.
2. Be knowledgeable about child protection.
3. Be respectful to others.
4. Be enthusiastic about participating in and training others in this programme.
5. Have good communication and facilitation skills.
6. Be non-judgmental.
7. Be comfortable discussing culturally sensitive issues

You should feel free to change sensitive terminologies to those, which are more appropriate in
the local community, or in any other appropriate ways modify the content to enhance its
relevance to the participants who will take part in the child protection-training programme.

1.2 Objectives of the manual

The Child Protection Training Manual is designed for 25 days of training. The broad objectives
of the manual are to:

1. Equip child protection workers with relevant knowledge and skills for child
protection.
2. Provide child protection workers with an opportunity to learn more about topical
issues in child protection.
3. Provide a channel for networking and advocacy by stakeholders in child
protection

Write these objectives on a flip chart, chalkboard, or a transparency and overhead projector or
any other appropriate material to share them with the participants in child protection programme.

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2.0 INFORMATION ON HOW TO USE THIS MANUAL
This section provides you with information that will guide you how to use this manual. The
manual provides information on the scope and depth of the coverage as well as considerations to
be noted in preparation for the training.

2.1 The role of the facilitator
The role of the facilitator is to equip the participants with skills and knowledge that will enable
them to protect children. This may be done by creating an environment that will facilitate sharing
of experiences among the participants in child protection training as well as filling in the
information gaps in the relevant areas.

You should bear in mind that some of the participants may have been working in the area of
child protection and therefore have a wealth of knowledge to be shared. To do this effectively,
you should have good communication skills so that you can effectively facilitate the training
exercise. In addition, you are advised to apply methods that can enhance the sharing of
knowledge as well as probe participants to synthesize and analyse challenges facing children and
suggest ways and means of protecting children in different situations. The training exercise
should therefore be interactive and consequently, requires the participation from all those
attending the training.

You should further:
Be able to facilitate the training effectively.
Have knowledge in child protection and experience in working in child related issues.
Be respectful to others.
Posses good communication skills.
Plan, organize, implement and evaluate the training sessions.
Asses other issues affecting children and factor them into the training.
Be knowledgeable about child protection issues.

It is strongly suggested that you familiarise yourself with the entire manual and the resource kit
before embarking on any child protection activities using this manual. In particular, you should
understand the application of experiential learning activities as well as note the instructional
points indicated using the instruction symbol.

During the workshop, you should:
Tell participants that they are all encouraged to participate in the activities of the
sessions, and that you would want to hear from each one of them. Encourage shy
participants to discuss.
Listen to all participants and acknowledge their contributions. They are all experts from
their communities and know best what happens there.
Be enthusiastic throughout the training. This will motivate participants who will also be
committed and enthusiastic as you.
Avoid imposing your own beliefs in participants. Ask if they want to start with a religious
activity and let them lead the process of how they would want it done.
Link activities to local situations that participants may relate to. Give them an opportunity
to share experiences from their communities and share this in the sessions.
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Be careful not to impose yourself and your ideas on participants, gently lead them to
understand situations. For example, if they believe that children should not talk in the
presence of adults, then carefully and gently challenge the situation, you may want to ask
them how they felt when they were young and were not listened to or given a chance to
air their views on certain issues. Otherwise, if you tell them strongly that they are wrong;
they may not listen to you during the training.
Encourage questions and comments throughout the sessions, for it is through the
processing of this information that the participants learn.
Encourage participants to engage in responding to questions from fellow participants
before you can make your comments and provide guidance.
Be very keen and respond to the mood of the group, for example, if they look tired, then
introduce an energizer, a short break or a game to change the mood.
Involve all the participants, let not any persons dominate the sessions, for example, if
there are young and elderly participants, ensure that the young people are not intimidated
and they get enough opportunities to participate.

2.2 Target Groups
This manual is intended for use with volunteer child protection workers. However, other child
protection workers such as programme/project officers in non governmental organizations
(NGOs) community based organizations (CBOs) and faith based organizations (FBOs) social
welfare officers, judicial and other juvenile justice officers, public administration officials, and
community leaders, teachers or any other cadre of staff working in child protection may use this
training manual.

2.3 Coverage
Although it is suggested that the manual be covered in its entirety during training programmes,
areas of emphasis may, nonetheless, vary depending on the specific interests and levels of the
participants. Equally, the depth of coverage may therefore vary modelled to suit the level of
participants. However, for one to qualify as a child protection worker, it is suggested that they
undertake the entire programme of this training manual.

Each unit has got several topics, which are covered in sessions. At the beginning of each unit, an
overview of the unit is provided indicating the topics covered, time and resources required, and
any advance preparations that need to be undertaken prior to the training. The topics are covered
in sessions and a topic may have one or more sessions depending on its depth.

You should ensure that the participants are made aware of the topic to be covered, the purpose
and the objectives of the session at the start of each session.
Throughout the sessions, you will see:
Purpose: This provides the key reason for undertaking the learning as well as providing
guidance.
Objectives: This provides the key areas to be covered in each session.
Time and resources: This shows the time and resources required for each session.
Teaching and leaning activities: This shows the activities to be undertaken during the
session to help participants learn. They are indicated as follows;

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Steps: This contains the main areas for teaching and discussions. Each
step is numbered and may be used as a guide to cover the activities.

Activities: These help participants to learn, they help stimulate learning
and keep participants involved. They include discussions,
demonstrations, role plays and games and exercises.

.

2.4 Implementation of the training programme
The training programme may be undertaken in various ways depending on the objectives to be
met, participants needs and availability of resources. Suggested ways include:
1. One continuous training session covering the entire programme
2. Undertaken in several successive sessions
3. Single sessions covering specific unit(s)

However, as mentioned earlier, it is suggested that for one to qualify as a child protection
worker, they undertake the entire training programme, upon which they are awarded a certificate
on completion.

Childrens perceptions: During the development of this manual,
children were given an opportunity to participate and contribute their
views on how they feel about certain issues. Their perceptions have
thus been included in this manual using this symbol.
Learning points: This indicates key points that need to be
emphasised. Consider the learning points in advance of the activity
and prepare probes to trigger discussions. It is through processing
experiences of these activities and discussions that learning takes
place.

Facilitators notes (F. Notes): These are shaded and boxed and
act as a quick reference during training, they are not meant to
preclude the facilitator from referring to the resource kit. The F.
Notes are presented as additional notes providing extra information
to the facilitator addressing a specific activity. It is important that
you review the F. Notes before the session so that you can be
familiar with the information and as much as possible, present it in
your own words. Consequently, it is your responsibility to study the
manual well in advance before use.
F. Notes
Teaching/Learning activities

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For successful training and application of activities, it is suggested that the training comprises 30
participants or thereabout. This will provide effective application of activities as large groups
constrain training.

2.4.1 Time
The training programme is approximated to last 25 days; this may however, vary depending on
the participants level and needs. While there is approximate time indicated against each unit and
sessions, this is only indicative. You should feel free to allow group dynamics dictate how long a
session lasts. Nonetheless, there is need to be realistic and take charge so that once set objectives
are met, progress is made to rationally conclude the session.

2.4.2 Resources
Many of the activities contained in the Child Protection Training Manual require no more than
flip charts, masking tape, writing paper, pens and markers. However, depending on the setting
and the participants level, you may use basics such as chalk and chalk board or be
technologically sophisticated and use transparencies and overhead projector or even a laptop,
LCD projector and screen. The resources indicated, therefore, are only indicative.

You will identify areas that may be best covered by resource persons and make prior
arrangements to invite and have them involved in the training.

2.4.3 Ground Rules
You are required to discuss and collectively set firm ground rules and display them in the
training room throughout the training period. These may include, but not limited to:
1. Confidentiality: Agreement that what is discussed and shared during the training ought
to remain confidential.
2. Respect: Maintain respect of others opinions and experiences.
3. Openness: Encourage openness and honesty during the training.
4. Non-judgmental approach: It is okay to disagree with another persons point of view,
but not to judge or put down another person.
5. Anonymity: Assurance that it is okay to ask a question or share experiences
anonymously. This may be done through writing if necessary and assurance that all
questions will be answered or experiences shared and solutions provided if needed.
6. Punctuality: The need to be punctual and keep time at all times.
7. Order: Maintain orderliness throughout the training and controlling any noise and
disturbance to a minimum level, particularly from cell phones.
8. Flexibility: Allow for negotiated flexibility. Have a suggestion box available
throughout the duration of the training, through which issues needing attention may be
placed for retrieval, discussion and action.

2.5 Experiential learning
This manual has by and large made use of experiential activities. These are structured activities
in which the participants do something and then process the experience together and have been
designed to help participants gain information and skills. Experiential learning is largely
participant-centred, although your role as a facilitator is crucial; creating the learning experience
is ultimately a group responsibility. One of the ways to make this training successful is therefore,
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to involve the participants in their own learning as much as possible, drawing from their
experiences.

2.6 Some specific techniques a facilitator may use

Visualization in Participatory Programmes (VIPP): VIPP involves the use of different shapes
of coloured manila cards so that everything that is done individually and collectively can be
visualized, processed, synthesized and shared by the group. VIPP encourages everyone to
participate and is based on well-founded theories of adult learning.

Lecturette: A Lecturette is a short, (10-15 minutes) structured and orderly presentation of
information delivered by an individual (facilitator). It can be used to impart knowledge or
introduce skills. A lecturette, which allows for an exchange between the facilitator and the
participants, is usually effective.

Resource persons: These are people who are knowledgeable in a certain area and are invited
due to their wealth of experience/expertise. They should however be informed and guided in
what they are required to share and the expectations. Likewise, participants should be prepared in
advance for the resource persons presentation so that they are ready for the session and also
prepare in advance appropriate questions and areas of concern.

Discussions: This is a process through which a facilitator leads participants to exchange ideas
verbally on a specified area of focus. Through this process, participants have a chance to share
facts and ideas and can listen to and consider different points of view. Discussions are used in
both large and small groups; however, small groups may offer shy or less verbal participants
more of an opportunity to speak while those in the larger groups give the facilitator the ability to
control the flow of conversation.

Role-plays: These are short dramas whereby participants experience how someone might feel in
a situation. It gives participants an opportunity to try out new skills and learn from each other.
Additionally, role plays give participants an opportunity to visualize situations in a realistic
manner, hence, offers a chance to understand better the issues of concern. Role-playing in small
groups or pairs is usually less threatening for participants and allows more people a chance to do
it. During the training, ask for volunteers, since many people are embarrassed or uncomfortable
acting in front of a large group. After the role-play, you should declare the role-play over and
ask questions based on the role-play. Throughout the manual, there are examples of short role-
plays, which can be used either as part of the session being facilitated or as exercises or
energizers.

Brainstorming: This is an exercise where the facilitator poses a question or an issue and allows
free flowing exchange of ideas from the participants. The suggestions are recorded down,
discussed and agreed upon through discussions. In this exercise, all suggestions are noted and
then evaluated to determine those relevant to the issue under discussion.

Case stories: These are stories, either fictional or true; often describing a situation which is used
to discuss the topic in question. The facilitator should feel free to adapt any scenarios in child
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protection issues that are relevant to participants as well as draw cases from the participants
themselves during the training.

The facilitator may also ask the participants to come up with case studies or scenarios,
sometimes as an assignment or shared experiences. This is a good way to ensure realistic
situations and language.

Discussion points: As you conclude sessions, you may pose discussion points to help process
what has been learnt. Processing simply means talking with participants about what they have
learnt, this allows you to assess and further reinforce learning. It also allows anyone to raise a
concern or question. Processing may include repeating or summarizing some of what was said
and, as the activity is ending, drawing the groups attention to key points and issues. The
facilitator should however be sensitive to individual and group feelings as well as time
constraint.

Though the discussion points can guide you, the following questions might also be useful:
What have we just learnt?
Why? What was the objective of what we learnt?
How did you feel about this activity?
What did you learn?
What can we do to improve this activity?

2.7 Games and exercises
These include such things as introductions, energizers, and warm-ups and are very much a part
of a training programme and they speed up and enhance the amount and the quality of interaction
in the group. Energizers and warm ups can be done just before the start of a session,
immediately before or after a break, or just before the end of the days sessions. The facilitator
may use the ones described here below or substitute with others. Ask the participants to also
generate games and exercises. The facilitator should also assess the situation and mood during
the training so that exercises are applied appropriately to energize participants throughout the
training.

2.7.1 Introductions
These are games that are aimed at increasing participants knowledge of each other. The
following are short descriptions of some useful introductions.

The name game
During introductions, ask the participants to stand in a circle and clap their hands. As they
clap, call out the name of one participant and say her/his name as you continue to clap (you
may need to get that name in advance if you do not know any of the participants). When the
participant hears his/her name, he/she has then to call out another participants name. If the
participant does not know anybodys name, then he/she can move around and ask to know
someones name and then calls it out. Otherwise, continue saying the name until the
participant calls on yet another in the circle. Continue to clap throughout. Do this until
everyone has had a chance to have his/her name called out.

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Mutual interview
Divide the participants into pairs. They should interview each other for about 5-10 minutes
each, asking spontaneous questions and writing down information. At the end of the
interview they make a presentation on each other in plenary. Participants stand in pairs in
front of the entire group and present each other, describing what they have learned about
their partner. The presentation should not last longer than 2 minutes per person. If the
participants know each other well, you can ask them to find out about such aspects as
hobbies, secrets, and visions of the future or experiences in early childhood.

Who am I?
Ask each participant to write his/her name on masking tape and stick it on his or her shirt or
dress. Tell them to stand in a circle, with everyone wearing their nametag. Give them 2
minutes to look around the circle and try to get everyones name. Then tell them to cover
their name and ask for a volunteer to try and name everyone in the circle. Give three or four
volunteers the chance to do this.

Cobweb
Ask the participants to form a circle. One is given a ball of string or yarn and is asked to say
his/her name, workstation, designation and hobbies. When the person finishes, she/he holds
the end of the string and throws or passes the ball to another person. Then the receiver
presents himself/herself as well and passes the ball to another person. This procedure goes
on until all the participants are interwoven in a cobweb. The facilitator has the chance to say
something about the important role that each person plays in the training and that the success
of the event depends on the positive contributions from every one. This exercise can be can
be repeated by disentangling the cobweb in the reverse order in which it was built. Each one,
before returning the ball of string to the one who passed it, tries to repeat the information that
was presented by that person.

2.7.2 Energizers
The purpose of energizers is to animate the participants as well as motivate them during the
training to reach a higher level of concentration for the next activity. It can also be used to
change an exercise from a purely intellectual activity to one where more senses become
involved. Energizers must be well prepared with instructions given clearly and quickly
executed. A lot of adult games can be adopted as energizers. Their use depends entirely on the
kind of group, the setting and mood of the group. As an experienced facilitator, you should be
able to decide when to apply each game. The following are short descriptions of some useful
and fun energizers.

Life boat
Tell the participants to stand and form a loose circle. Explain to them that they are on a ship,
which is sinking. They have to get into lifeboats, but their capacity is limited. Depending on
the size of the group, you should call out that the lifeboats are, for example, only for 3, 5 or 6
people. Then in five seconds, they have to form groups of 3, 5 or 6. You then eliminate
those who have drownedgroups that are bigger or smaller than the number announced.
You then announce a new number so that regrouping is necessary until there is only one
group left.
10

This exercise is a quick energizer to allow people to move around quickly, interact with each
other, make quick decisions and thereby become less inhibited.

The sun shines on
Participants stand round in a circle with one person in the middle of the circle. The one in the
middle shouts out a phrase (could be any, but then used consistently, for example, the sun
shines on those wearing eye glasses). All those in glasses must then quickly change places
with one another. The person in the middle tries to also exchange places such that there will
be one person missing a place, who is then left in the middle. The new person at the centre of
the circle carries on the game and now calls upon the sun to shine on some category of
people, for example, all those wearing blue, and the game continues.

Banging numbers
Participants stand in a circle, counting out loudly, beginning with one and going round the
circle, each person saying the next number. However, every time they come to a number,
which is divisible by 3, such as 12, the person whose turn it is has to say bang instead of the
number. If she fails, the person is out of the circle. This exercise demands concentration and
is useful at the beginning of serious group work in problem solving.

People to people
Participants will stand in pairs and one person will call upon actions which have to be
followed. For example, nose to nose, ear to hand, knee to head, back to back etc. When the
leader calls people to people, everyone has to change partners and the game goes on.

The mail
Participants sit in a circle on the exact number of chairs minus one. One person, (perhaps
you, to begin with) stands in the middle of the circle and announces: I have a letter for those
who (for example) are wearing brown shoes. Then order all those who are wearing brown
shoes to change seats. Other examples include have a partner live in Lilongwe.
dont like rats, etc. The person in the middle of the circle uses the movement of people to
also find a chair for him/herself and runs to sit on an empty chair. The one who is left
without a chair now stands in the middle and delivers another letter. This exercise gets
people moving around and forces them to observe and discover things about fellow
participants.

What Do I feel?
Participants sit in a circle; each one of them takes turns acting out certain emotions. Others
try to guess out what emotion is being acted, the one who guesses right acts out the next
emotion.

Fishbowl
Divide the participants into two equal groups, forming an outer and inner circle with
everyone looking towards the inside. Start some music, sing or clap and tell the two circles
to move in opposite directions. After 10 seconds stop the music and the people from the
inner circle turn around face to face with a partner from the outer circle. Each one tells the
11
other his/her problems and gives advice. They can also talk about the training. After several
minutes the music continues and the two circles move again. This can continue until you feel
that all participants have listened to a number of partners. The technique is also useful for
stimulating an exchange of thoughts on a specific topic in any given unit.

2.8 Organizing and conducting a session
Just before the beginning of each training session, there are several things to do.
Arrange the room and make sure there are enough chairs and tables for all participants or
at least ensure they have a comfortable place to sit. Allow participants to sit in their most
comfortable positions, as much as possible, avoid classroom seating with participants in a
row and the facilitator at the front. You may organize and sit in a circle with participants.
Set up the flip charts.
Make sure the ground rules are clearly displayed.
Introduce the topic and session (you may write the topic/title and objectives on a flip
chart in advance).
Link the topic or session by recapping what was covered in the previous topic or session.
If you intend to use any electrical equipment, pre-test them! Have a back up plan, in case
power supply fails.
Prepare any handouts or other materials that may be needed before the session begins. If
guest speakers are required, invite them in advance and brief them of what is expected.
Determine how you constitute groups. Note the suggested numbers and combinations of
numbers are only indicative and they depend largely on the type and number of
participants.

2.9 Evaluation

2.9.1 Evaluation of participants
The participants will be given a pre-training questionnaire at the beginning of the training to
assess their knowledge level on child protection. This will enable you identify their gaps which
will be factored into the training (Annex 2).

The participants will be given a post test at the end of the training programme to asses the
knowledge gains as well as areas that may require improvement.

2.9.2 Evaluation of the course
At the end of the training, the participants will fill in a training evaluation form. This will
provide feedback on the effectiveness of the training and areas that may require improvement.
(Annex 3)

2.9.3 Evaluation of training sessions
During the training several means have been provided to evaluate the sessions. These include use
of continuous assessments during and at the end of each session to gauge the knowledge gained.
Also an evaluation tool has been provided which should be filled by volunteers at the end of each
session (Annex 4).

Suggestions are provided here under that you may use to evaluate a session during the training.
12

Mood-meter
At the beginning of the session, prepare a chart called the mood-meter. The mood-meter is
an instrument for the subjective measurement of the mood and atmosphere of the group. It
is not directly related to the content of the session.

Prepare a chart on a flip chart with the total number or days or sessions of that topic written
in a horizontal line. In a vertical column, draw at least three different mood symbols, for
example, faces showing happiness, indifference or sadness, frustration or anger. Ask the
participants to place an x or a dot in the line with the emotion they are feeling at the end of
the session or the day. You can draw a line through the dots or xs, which reflects the group
feeling or the ups and downs of the group. This could be used to discuss the energy level
of the group or possible success or dissatisfaction.

Flash
Stand in a circle together with the participants. Ask a direct question to the group, for
example, Tell me how you feel about the day today? or What two new things did you learn
today?. Each person gives a personal opinion in a very short statement, going round the
circle. It is called flash because of the speed in which opinions are given. It should not
take more than 30 seconds for each person. No discussion is allowed as the flash is going on.

Your role is always to ask the opinion of the participants. Permit a variety of ideas to be
stated. However, you should remind the group to be constructive in their criticism and to
look for ways to improve the training.

2.10 Tasks to be undertaken by participants
At the end of the training, distribute a list of tasks to be undertaken by the participants in their
constituencies (Annex 1). Explain these tasks to the participants and allow for any questions.

2.11 Tentative Training Programme

A suggested training programme is provided for the entire training programme covering 25 days.
This programme is however tentative and you may organize the training activities to suit the type
and level of participants.

DAY ACTIVITY
1 Opening
o Introductions
o Objectives of the training
o Ice breaker exercises
o Introduction to child protection

2 Recap of previous days activities
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o Human Rights Instruments
o
o Childrens Rights
o Human Rights Approach to Programming

o HIV/AIDS

o Poverty
o Malnutrition

o Humanitarian crisis
o Cultural factors

o Abused children

o Abused children

o Abused children
o Children in conflict with the law

o Orphans and other vulnerable children
o Children living on/in the streets
o Children in employment

o Children with disabilities
o Early childhood care and development

o Introduction to social work and social work methods
o
o The role of government in child protection
o Role of District Assemblies
o Role of NGO/CBO/FBO in child protection

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o Role of the community
o Role of the family

o Community assessment
o Data collection

o Project proposal development
o Project design and management
o
o Report writing
o Community mobilization

o Community dialogue



o Networking and advocacy skills
o Leadership skills

o Skills for working with children
o Child counselling skills

o Life skills
o Gender and child protection

o Evaluation of the training programme
o Closing ceremony

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3.0 UNIT PRESENTATION

This section presents the units to be covered. Each unit has various topics, which are covered in
sessions. Some topics have more than one session depending on the breadth of the topic.

In each unit, an overview of the topics to be covered is provided together with the resources
required and advance preparations that need to be undertaken for the unit.

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UNIT 1: CHILD PROTECTION

Introduction
This unit will focus on the underpinning issues in child protection. Besides introducing the
concept of child protection, it will also introduce the instruments guaranteeing childrens rights
as well provide an overview of the human rights approach to programming. The unit will cover
the following topics:

1. Introduction to child protection 4 Hours 45 Minutes
2. Human Rights Instruments 4 Hours 30 Minutes
3. Childrens Rights 5 Hours
4. Human Rights Approach to Programming 2 Hours 10 Minutes

Total time required for the unit: 16 Hours 20 Minutes

Resources
Markers, flip chart, masking tape, pens/pencils, VIPP cards and writing papers

Advance preparations
1. Prepare VIPP cards for the participants
2. Avail copies of the list of human rights instruments, the United Nations universal
declaration on human rights, the United Nations Convention on the Rights of the Child
(UNCRC), the African Charter on the Rights and Welfare of the Child (ACRWC), the
convention on elimination of all forms of discrimination against women (CEDAW), the
Constitution of Malawi and The Children and Young Persons Act which are annexed in
the resource book.
3. Prepare a chart showing a protective environment model by UNICEF (indicated under the
topic of Introduction to child protection)

17

This topic will be covered in two sessions; the first session addresses the concept of child
protection, while the second one focuses on ways of enhancing child protection.

Session 1: The concept of child protection

Purpose
The purpose of this session is to provide an understanding of the concept of child protection.

Objectives
By the end of this session, participants will be able to:
1. Explain the meaning of the terms child abuse, child protection, and children in need of
special protection.
2. Describe the term protective environment.
3. Explain what needs to be done to create a protective environment.
4. Explain the importance of social protection of children.

Time required for the session: 2 Hours 30 Minutes

Resources
Markers, flip chart, masking tape, pens/pencils and writing papers

Step 1 (15 minutes)
Start by asking the participants in groups of three to list down the main forms of child abuse in
their localities. Ask the participants to mention what they have written, discuss and list down the
responses on the flip chart. Building on these responses, explain what constitutes child abuse.

F. Notes
Child abuse constitutes all forms of physical and/or emotional ill-treatment, sexual abuse,
neglect or negligent treatment or commercial or other exploitation, resulting in actual or
potential harm to the childs health, survival, development or dignity in the context of a
relationship of responsibility, trust or power. (World Health Organization)

Topic 1: Introduction to child protection


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Step 2 (30 minutes)
After establishing that the participants are aware of the existence of child abuse in their
communities, then write the terms child protection on the flip chart and explain the purpose
and objectives of the session.

Explain to the participants the connection between child protection and child abuse. Emphasise
the issue of securing children from harm, whether intentional or otherwise. On child abuse, point
out that it may be physical or even emotional harm. Indicate that it may range from self-inflicted
due to societal dysfunction to externally occasioned abuse.

Wind up this step by introducing the concept of children in need of special protection (CNSP).
Point out that some children need more protection than others because of certain circumstances
that expose them to extreme risk of lack of basic needs and human rights.

Ask participants in a brainstorming session to identify such category of children in their
communities. They may include:
o Children living in/on the street.
o Children in employment.
o Children sexually or otherwise exploited.
o Orphans and other vulnerable children.

F. Notes
Child protection involves:
Preventing and responding to specific situations where children are at risk of, subject to
abuse, violence, torture, armed conflict, physical, sexual, mental and emotional abuse,
exploitation, discrimination, persecution, exclusion, neglect or deprivation of parental or other
family care, with a view to ending the abuse, neglect or removing children from the
abusive situation and securing those childrens full integration or re-integration to their
families and communities or as a last resort, other protective environments, where all their
rights can be met and protected (UNICEF).
F. Notes
CNSP are children who find themselves in vulnerable situations or whose circumstances
make them vulnerable to risky behaviour or inability to enjoy certain rights for their personal
development and livelihood.

Tell the participants that child protection is much broader. It is not
just about prevention of abuse, but also response and securing of
childrens rights.

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A protective environment ensures safety and
diginity of children

Step 3 (45 minutes)
In a brainstorming session, ask participants to state what would be considered a protective
environment. Discuss and list the key points on the flipchart, building on their responses, explain
the term protective environment.

Outline the following critical actions for building a protective environment for children, discuss
them and allow questions and comments.

Critical actions for building a protective environment include:
Address and mitigate the impact of economic and social poverty;
Mount advocacy actions and
dialogue at all levels;
Mount international advocacy;
Seek societal level behaviour
change by challenging attitudes
and traditions underlying child
abuse while promoting those that
are protective;
Strengthen capacity for assessing
and analysing protection issues;
Mobilise resources to support
and build child protection
capacities for those living and
working with children;
Put in place mechanisms where
legal standards on child
protection are known, understood, accepted and enforced;
Develop and review national monitoring systems on child protection;
F. Notes
A protective environment is about living in safety and dignity. It helps ensure that children
are in school, laws are in place to punish those who exploit children, governments are truly
committed to protection, communities are aware of the risks which children face, civil society
addresses certain taboo issues and monitoring is in place to identify children who are at risk
of exploitation (UNICEF).
Underscore the fact that a protective environment is created and
nurtured by duty bearers, namely the family, community,
governmental and non-governmental authorities as well as the
children themselves.

20
Ensure access to services for recovery and reintegration for children who have suffered
abuses;
Promote child participation and strengthen childrens own self protection and resilience.

Introduce the protective environment model by UNICEF, hang the chart showing the protective
environment model and making reference to it, explain that children are entitled to grow up in an
environment that ensures they are protected and therefore creating this protective environment is
the best way to safeguard children from abuses. Discuss the model highlighting the different duty
bearers and their roles, allow for questions and comments.

Step 4 (25 minutes)
Introduce the topic social approach to child protection by asking the participants the question:
How does society protect children? Receive comments, discuss and put down the main points on
a flip chart.

Building on the points generated, inform participants that:
Social approach to child protection focuses on all aspects of the social systems and practices that
ensure that children are protected against all forms of abuse and protection. Highlight that:
Every society defines child protection in its own way determined by social norms and
cultural practices. Social norms and cultural practices are a reflection of social systems
that explain social relations between children and adults and obligations associated with
such relations.
Child protection in the social context is a reflection of the fact that children are the
symbol of the continuity of the family, society and nations.
Socially based child protection relies on social systems that include the family and its
norms, community and kinship systems.

Step 5 (30 minutes)

A protective environment model by UNICEF
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Divide participants into groups and ask them to discuss the key elements that are important in
their communities in relation to child protection. Ask them to focus on issues of importance to
childbirth and social identity and child rearing practices. They may include and not limited to:
Who announces the birth of children to village leadership?
Do girls and boys get same reception and treatment?
How is naming done?
What initiation rites exist and how do they identify the individual to the community?
How does the wider community ensure the family meets the needs of the child?
What does the community do in the event the family is unable to discharge its duties and
responsibility to the child?
What other cultural practices enhance/hinder children enjoying their rights?

Receive group reports, discuss and note key points on a flip chart.

Point out to the participants the importance of societal mechanisms to child protection. Tell the
participants that these mechanisms ensure the childs right to a name, nationality and care by his
or her parents, thus ensuring the childs survival and development. They should therefore be
enhanced.

Step 6 (5 minutes)
End this session by highlighting the main points. Emphasize that:
1. Child protection involves keeping children from all harm
2. It is very important to build secure environments for children and that this is the best
way to safeguard children from abuses
3. Social systems and practices that ensure that children are protected against all forms of
abuse and protection should be enhanced.

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Session 2: Enhancing child protection

Purpose
The purpose of this session is to explore ways in which child protection can be enhanced.

Objectives
1. Explain ways of empowering children to protect themselves.
2. Explain the importance of child participation in own protection.
3. Discuss ways of enhancing child participation in their protection.


Resources

Step 1 (15 minutes)
Introduce the session by a recap of what was covered in the last session on child protection. Ask
the participants to mention what they remember about child abuse. Building on their responses,
explain the importance of ensuring child protection and introduce the topic ways of enhancing
child protection, explain the purpose and objectives of the session.

Step 2 (45 minutes)
In groups of four, ask participants to discuss and suggest ways in which child protection can be
enhanced in their community. Let them record their answers on a flip chart, which they will then
hang on the wall. Ask participants to take a gallery walk and discuss what the other groups have
put down.

In plenary, summarise what the groups have stated with regard to ways of enhancing child
protection.

Highlight the importance of a child protection policy as a
minimum standard in ensuring an organised response to child
abuse. Also, point out that for child protection to be effectively
carried out; there is need for all the risk situations for child abuse
to be known. Conclude by emphasising how children can be
empowered to protect themselves as the surest way to child
protection
23

Step 3 (35 minutes)
Explain that it is important to involve children in their own protection. Ask participants what
they understand by the term child participation. Receive feedback, discuss and explain that
child participation in this case is being able to take action as well as share and be part of the
process of making decisions that affect children. Anything short of that may be short of genuine
participation.

Ask participants to state why it is important that children participate in child protection
measures. List and discuss the responses.

Step 4 (15 minutes)
In a brainstorming session, ask participants to identify ways in which they can enhance child
participation in their protection. List the responses on a flip chart and discuss and make
comments. The responses may include involving children in making decisions that affect them,
highlighting cases of abuse and involvement of children in planning, implementing and
monitoring programmes meant for them.

Step 5 (25 minutes)
End the session by asking each participant to explain one way they are going to ensure protection
of children in their communities.
F. Notes
Child protection should be about empowering children to:
Know their rights;
Understand what constitutes child abuse;
How to avoid situations of child abuse;
Know what to do in case of child abuse;
Know where and how to seek help when child abuse takes place.
Why child participation
Participation is a right people including children have a right to be involved in any
matter that affects their life.
Children have better knowledge of their perceptions and priorities.
It leads to more effective action.
Their \participation will facilitate duty bearers to know the effectiveness of child
protection measures.
Child participation is an empowering process for children and young persons.
24
Topic 2: Human Rights

This topic is covered in two sessions; the first session focuses on the introduction to human
rights while the second session discusses the human rights instruments and their provisions.

Session 1: Introduction to human rights

Purpose
The purpose of this session is to help participants understand human rights.

Objectives
1. Define the term human rights.
2. Explain the evolution of human rights.
3. Outline the core characteristics and principles of human rights instruments.

Time required for the session: 2 Hours.

Resources
Markers, flip chart, masking tape, pens/pencils and writing paper

Step 1 (5 minutes)
Introduce the topic human rights instruments and explain the purpose and objectives of the
session.

Step 2 (25 minutes)
Allow participants to individually write down on a piece of paper what they think is meant by the
term human rights. Ask participants to exchange what they have written with the person sitting
next to them and read what has been put down, ask for a few volunteers to read the definitions
they have aloud, pick out the key words or themes presented in the definitions and put them
down on the flip chart. Discuss and agree on a common understanding of the term human rights.

Explain to the participants what basically human rights are all about and give them a definition
they can use as a reference point.

25

Explain to the participants that the human rights that apply to adults also apply to children and as
such, violations of rights whether those of adults or those of children is unacceptable.

Step 3 (20 minutes)
Write the topic Evolution of human rights. Trace the evolution of human rights to the
upheavals of the world wars and the indignity human beings suffered then. Highlight the fact that
initially human rights were seen more as moral claims. Trace the evolution of the human rights
up to the adoption and ratification of the universal declaration of human rights in 1948.

Step 4 (25 minutes)
Ask by a show of hands, how many participants are aware of the characteristics of human rights.
Ask them to share what they know and if there are none, then proceed on to explain the core
characteristics of human rights. Particularly, emphasise the universality aspect of human rights
and cite comparative examples of human rights of people in different continents and how by
F. Notes
Human rights are:
Those basic standards without which people cannot live in dignity;
The concept of human rights acknowledges that every single human being is entitled
to enjoy his or her human rights without distinction as to race, colour, gender,
language, religion, political or other opinion, national or social origin, property, birth
or other status;
Human rights are entitlements that are accorded to every person as a consequence of
being human. Thus the law does not establish human rights;
Thus:
To violate someones human rights is to treat that person as though she or he were not
a human being;
To advocate human rights is to demand that the human dignity of all people, including
children, be respected.
F. Notes
As moral claims, concern for human rights was limited to each sovereign state. However,
after the upheavals of the second world ear, in 1946, there was concern that human rights
should be of international concern. In 1948 the UN general assembly adopted the universal
declaration of human rights. By adopting this declaration, countries party to it made a
commitment to their citizens and to each other that they would strive to protect these human
rights. The Universal declaration of human rights stated the basic entitlements to all human
beings.
Point out that human rights are needs based and not all human
needs are rights. A right is an entitlement for the right holder
and there is obligation for it to be met. A need on the other hand
need not necessarily be met.

26
being human beings, they are entitled to the same human rights. Allow for questions and
comments.

Step 5 (30 minutes)
Introduce the core principles of human rights. These are the basis upon which human rights are
defined, and apply to human beings. Discuss each one of them and allow for questions and
comments.

Ask participants to cite examples from their experiences where they feel that human rights have
been violated. Discuss what should have been done in those circumstances to ensure that the
rights were not violated.

Step 6 (15 minutes)
Conclude the session by asking participants to mention what new thing they have learnt and how
they will use the information gained to protect children. Allow for questions and answers.

F. Notes
Core characteristics of human rights:
They are founded on respect for the dignity and worth of each person;
They are universal, meaning that they are applied equally and without discrimination to
all people;
They are inalienable, in that no one can have his or her human rights taken away, except
in specific situations, for example, the right to liberty can be restricted if a person is
found guilty of a crime by a court of law;
They are indivisible, interrelated and interdependent because it is insufficient to respect
some human rights and not others. In practice, the violation of one right will often affect
several other rights. All human rights should therefore be seen as having equal
importance and of being equally essential to the dignity and worth of every person.
F. Notes
Core principles of human rights
Non-discrimination: Every person is equal to every other person as a human being and
should not be unfairly treated because of his or her status in society.
Human dignity: Each individual deserves to be honoured and esteemed.
Participation and inclusion: Human beings must have a say in things that affect them.
Those likely to be excluded from participation must be specially reached out to.
Accountability: For each and every human right, there must be some one to be held
accountable and responsible for or non-realization.

Also, explain the concept of indivisibility and interdependence.
Point out that all the rights have to be guaranteed, and that denial
or violation of one right leads to infringement on other rights.

27
Session 2: Provisions of human rights instruments

Purpose
The purpose of this session is to create understanding of the provisions of human rights
instruments and their function in child protection.

Objectives
1. Explain the values promoted by human rights.
2. Explain the main provisions of the UN universal declaration of human rights.
3. Describe the various human rights instruments.
4. Discuss how responsibility for protection of human rights ought to be apportioned.


Resources

Step 1 (10 minutes)
Ask participants to reflect on the last session on human rights instruments and mention the core
characteristics and principles of human rights. Receive feedback and building on the responses,
introduce the topic and explain the purpose and objectives of the session.

Step 2 (20 minutes)
Ask each participant to note down on a piece of paper what values are. After they finish, ask
them to exchange what they have written with the person sitting next to them and ask for a few
volunteers to read aloud what they have. Discuss the responses and agree on a common
understanding and note it down on a flipchart.

Building on that definition, ask participants the values that human rights stand for and promote.
Discuss the responses and note the key points on a flip chart. List down and explain these values
in regard to human rights.
They include survival, peace, human dignity and worth, development, justice,
democracy, tolerance, participation, security, equality, rule of law and freedom

F. Notes
A value is a desirable and valued state or position. It is something treasured.

28
Step 3 (25 minutes)
Introduce the concept of human rights instruments to participants. Explain to them that human
rights instruments are treaties and conventions collectively agreed and adopted at various levels,
such as, the international level like at the United Nations; regional level such as the Association
of African Union or at the country level, such as the constitution.

Expose the participants to a list of some of the other human rights instruments (annexed in the
resource kit). Highlight the various instruments, discuss them and allow for comments.

Step 4 (25 minutes)
Introduce the UN universal declaration of human rights, which is the main reference point for all
human rights instruments (annexed in the resource kit). Distribute copies of the declaration of
human rights and discuss the document. Point out that all the human rights guaranteed in the
various instruments may be classified into three broad categories as follows:

1. Civil and political rights
These were the first generation of human rights, as the earlier human rights documents
and codes largely had them. They safeguard the individual from the state and other
people from interfering with their lives. Examples of these include:
Freedom of association;
Right to privacy;
Right to a name;
Right to information.

2. Socio-economic rights
These provisions became more urgent and pronounced after the 2
nd
world war, as the
wars had resulted into many socio-economic and cultural problems. The international
community added these to the civil and political rights. Their import is that they oblige
the state to provide resources required by people for socio economic development.
Examples of this category include:
Right to education
Right to adequate standard of living
Right to just wage

3. Solidarity rights
These are rights that are collectively enjoyed and are often referred to as third generation
rights. Examples include right to development and right to clean and healthy
environment. Some of the specific instruments that have been adopted towards this end
include:
The International Covenant on Civil and Political Rights
The International Covenant on Economic, Social and Cultural Rights

Step 5 (25 minutes)
Explain to the participants that Malawi ratified these in 1994. Making reference to the universal
declaration of human rights, ask participants to identify and explain some of the articles on chid
protection.
29

Step 6 (20 minutes)
In a brainstorming format, ask the participants to state who they think are the best placed persons
to protect and promote human rights. Ask them to give reasons for their answers.

After their comments, wind up the session by emphasising that as much as it is the responsibility
of the state, the family and community to safe guard and promote human rights, it is also the
rights of every body to respect the rights of others and especially those of children. Every one
should actively promote observance of human rights.

Step 7 (10 minutes)
Conclude the session by asking the participants to share how they will apply human rights
instruments in protecting children.

F. Notes
Articles touching on chid protection in the universal declaration of human rights.
Article 1 -All human beings are born free and equal in dignity and rights.
Article 3 - Everyone has the right to life, liberty and security of person.
Article 5 - No one shall be subjected to torture or to cruel, inhuman or degrading
treatment or punishment.
Article 6 - Everyone has the right to recognition everywhere as a person before the law.
Article 15 (1) - Everyone has the right to a nationality.
Article 25 (1) - Everyone has the right to a standard of living adequate for the health and
well-being.
Article 26 (1) - Everyone has the right to education

30
Topic 3: Childrens rights

This topic will be covered in two sessions with the first session addressing the introduction to
childrens rights and the second one focussing on the provisions of the childrens rights
instruments.

Session 1: Introduction to childrens rights

Purpose
The purpose of this session is to provide an understanding of the concept of childrens rights.

Objectives
1. Explain the historical evolution of childrens rights.
2. Describe the relationships between the human rights and childrens rights.
3. Explain the objectives of childrens rights instruments.
4. Describe the principles of the UNCRC.

Time required for the session: 2 Hours

Resources

Step 1 (15 minutes
Tell the participants that they are going to discuss childrens rights and write the topic on the
flipchart/board. Outline the evolution of childrens rights and the UNCRC. Allow for questions
and answers.

31

Inform participants that the convention took long to negotiate because of some sticky points,
namely:
- Minimum age of the child! Is it conception or birth?
- Freedom of religion should children have freedom to choose?
- The age at which children should be permitted to take part in armed conflict.

Explain that Malawi ratified the UNCRC in 1991

Step 2 (25 minutes)
Start by asking participants whether there is a difference between human rights and the
childrens rights. As a point of departure, establish the threshold definition of a child in the
community and nationally, allow discussions. Inform the participants that as per the UNCRC, a
child is anyone below the age of 18 years.

Explain that the CRC looked at in light of the universal declaration of human rights,
Reaffirms for children rights already given to human beings, young and old, in general
through other instruments.
Strengthens certain basic human rights in order to take account of the special needs and
vulnerability of children.
Sets standards in areas that are of particular relevance to children.

F. Notes
The first mention of right of the child in an internationally recognised context was in
1924. The assembly of the League of Nations passed a resolution endorsing the 1923
Save the Children International Union Declaration of the Rights of the Child. This was
a document mindful of child rights given the experience and aftermath of the First World
War, which produced many children in need of protection and special care.
The 2
nd
world war produced similar harsh realities. The UN Charter that came into being
in 1948 recognised the plight of children. On 20
th
November 1959, the United Nations
General Assembly adopted the Declaration of the Rights of the Child, an expanded
version of the 1924 Save the Children document.
Ensuing discussions on the rights of the child culminated into the adoption of the
United Nations Convention on the Rights of the Child (UNCRC) by the UN General
Assembly in November 20
th
1989. The convention came into force on 2
nd
September
1990.
Point out that childrens rights are basically human rights. They
are addressed in an additional instrument because children are a
special category of human beings that is powerless and
voiceless in many situations.

32
Step 3 (25 minutes)
Introduce the participants to the instruments guaranteeing childrens rights, namely, the CRC,
ACRWC, CEDAW, The Constitution of Malawi and The Children and Young Persons Act.
Briefly explain what each instrument is all about with regard to child protection. Distribute
copies of these instruments and ask participants to go through them briefly, allow for questions
and comments.

Step 4 (30 minutes)
In a plenary setting, explain the objectives and principles of CRC as a human rights instrument
and how different rights have been categorised.

Objectives of CRC.
To facilitate survival, development, participation and protection of the child.
To facilitate social justice and a fair society within and across generations.

Proceed to also highlight the core principles of CRC. Explain that the CRC Committee has
identified four CRC articles as foundation principles that underpin all other articles. These are:

a). Non-discrimination (article 2).
The principle of non discrimination on the basis of race, colour, gender, language,
opinion, origin, disability, birth or any other characteristic, means that all children have
the same right to develop their potential. Explain the importance of desegregation of
indicators in highlighting discrimination.

B

b) Best Interests of the Child (article 3).
This implies that:
The best interest of the child is to be "a primary consideration" in all actions
regarding children.
That certain factors should be taken into consideration in determining outcomes and
guarantees, and that other interests such as those of the state, parents or other, will not
automatically prevail.
It is the right of each child to express his or her views in all matters related to his or
her life, in accordance with age and maturity.

F. Note
Categories such as gender permit identification of discrimination.
The desegregation of indicators at least by age group, ethnic group, geographic
area and gender are essential for making programming decisions that are rights
sensitive.

Note that the CRC encourages appropriate participation of children in
making decisions. CEDAW has a similar principle with an even
higher standard; the principle of "paramount consideration".

33

The principle of the "best interests of the child" is applicable in three main ways:
First, it supports a child-centred approach.
Second, serving as a mediating principle, it can help to resolve confusion between
different rights.
Third, the "best interests principle" provides a basis for evaluating the laws and
practices of states parties with regard to the protection provided to children.

c) Right to Life, Survival and Development (article 6). Children have a right to life,
survival and development. It is crucial to guarantee the right to basic services, equity of
opportunity for all individuals to achieve their full development. This is about distributive
justice.

d) Participation (article 12). This principle means that the views and voice of children
must be heard and respected.

Step 5 (25 minutes)
End this session by asking participants to identify the rights that children in Malawi are presently
denied and how this impacts on their lives. List down the rights and discuss how the participants
as child protection workers can enhance achievement of these rights. Focus on the low birth
registration rates. What are the implications?
They may include the risk of children losing:
! Identity;
! Citizenship right;
! Freedom of movement;
! Services as planning needs to be based on data;
! Inheritance rights;
! International obligatory support.

F. Note
A major challenge is to determine what constitutes the best interests in a particular
socio-cultural context. When traditional societies are confronted with new concepts,
the resulting upheaval in value systems may not benefit children. Yet a rights-based
programming is also about values, to ensure that society values women and children,
protects their rights and responds positively to their entitlements.
34

Session 2: Provision of childrens rights instruments

Purpose
The purpose of this session is to expose participants to the various childrens rights instruments
and their provisions in child protection.

Objectives
1. Identify the similarities and differences between UNCRC, CEDAW, ACRWC, The
Constitution of Malawi and the Young Persons Act
2. Describe who has responsibility for childrens rights
3. Identify some of the challenges of meeting childrens rights


Step 1 (10 minutes)
Remind the participants of the objectives and principles of the CRC covered in the previous
session. Building on that, introduce the topic and write it on the flip chart. Explain the purpose

Step 2 (25 minutes)
Distribute copies of CRC, ACRWC, CEDAW, The Constitution of Malawi and The Children
and Young Persons Act. Ask participants to peruse through the CRC and the ACRWC and
identify the similarities and the differences. Discuss and note them on the flipchart. Explain to
the participants the main similarities and differences between the CRC and ACRWC.

F. Notes
ACRWC came into force ion 29
th
November 1999. Organisation of African Unity observed
that African children faced unique factors against which they needed special safeguards.
These include socio-economic, cultural, traditional and development circumstances, natural
disasters, and armed conflict. Mainly point out that Article 31 in the ACRWC assigns duties
to African children. It envisions a child as a member of the community and hence has
obligations both to the community to observe its norms as well as play his/her role in that
community. Thus African children do not just have rights, but also responsibilities.
35
Step 3 (25 minutes)
Ask participants to identify the difference between CRC and CEDAW. List the differences on a
flipchart and discuss them. Show participants the difference between CRC and CEDAW
especially explaining how CEDAW addresses concerns specific to girls and women.

Step 4 (45 Minutes)
Outline to the participants the similarities between the CRC and the Constitution of Malawi and
the Young Persons Act. Note that Malawi is party to CRC having ratified it in 1991.

Point out that Chapter IV of the Constitution of Malawi is devoted to Human Rights. Largely, it
upholds the human rights of all persons in Malawi. Rights of Children are specifically mentioned
in Section 23. Specifically, child protection is mentioned in article 23(4), which states:
Children are entitled to be protected from economic exploitation or any treatment,
work or punishment that is or is likely to:
a) Be hazardous;
b) Interfere with their education;
c) Be harmful to their health or to their physical, mental or spiritual or social
development.

Section 24 is devoted to the Rights of Women. Indeed Section 24 (2) can be said to be a direct
application of CEDAW as it outlaws all forms of discrimination against women. It calls for
enabling legislation to eliminate customs and practices that discriminate against women,
particularly practices such as:
Sexual abuse, harassment and violence;
Discrimination in work, business and public affair;
Deprivation of property, including property obtained by inheritance.

The Children and Young Persons Act, is a revised version of the earlier Children and young
persons Act (Cap 26:03) of 1969. It is an attempt to domesticate the CRC and the ACRWC. It
seeks to improve childcare and protection system in Malawi, by modernising the law by
F. Notes
In many communities women have traditionally not enjoyed the same rights as men, equally
girls have not had same equality of opportunities as boys. This has been due to culture,
policies, laws, and religion as well as patriarchy-inclined institutions, norms and values.
In 1946, UN Commission on Status of Women brought to light areas in which women are
denied equality with men. These included the legal status of women, safety and security,
womens participation in public life and their low socio-economic status.
In 1979 the UN General Assembly adopted the Convention on the Elimination of All Forms
of Discrimination against Women (CEDAW) and it entered into force in 1981. (Malawi
ratified it in1987)
CEDAW sets internationally accepted principles on the rights of women and as such its an:
International bill of rights for women
Agenda for action by countries to guarantee the enjoyment of the rights
Thus: it promotes equality, as it prevents and prohibits unfair discrimination

36
incorporating provisions aimed at protecting and upholding the childs best interest. Some of the
provisions deal with:
Establishment of separate court system for children;
Guidelines on arrest and detention of children;
Duties and responsibilities of parents towards children;
Determination of children in need of care and protection duties and functions of
local authorities in childcare and protection;
Protection of children from undesirable practices;
A new definition of a child as a person below eighteen years of age.

Explain the inconsistencies in the existing laws with regard to the age of a child in Malawi. For
example:
Definition of child - Article 24(5) of the Malawi Constitution provides that for purposes
of equal treatment before the law, a child shall be persons under sixteen years of age;
Age of sexual consent section 138 of Penal Code, its criminal offence to have sexual
intercourse with a girl below age 13 without her consent; for boys it is below age 12
(Section 14 of Penal Code);
Marriage The Constitution of Malawi provides that no person over age 18 shall be
prevented from entering into marriage. Article 23(7) states that for persons between the
age of fifteen and eighteen years a marriage shall only be entered into with the consent of
their parents or guardians, yet, Marriage Act states that a person under 21 is a minor
Criminal responsibility Article 14 of the Penal Code provides that criminal
responsibility is attributable at age seven (7) years, though between ages 7 12 there is
presumption of lack of criminal capacity;
Suffrage The Malawi Constitution provides that one is a voter if they have attained age
18;
Employment The Children and Young Persons Act defines a child as a person under the
ages of 12 years and the law prohibits employing such children at night or in any public
or private industrial activity.

Pose the question, who is a child in Malawi and how does age dictate the roles and
responsibilities of children in Malawi? Ask participants to discuss highlighting how this impacts
on children.

Point out that where the definition of a child is not uniform
and consistent, enforcement of child rights becomes equally
inconsistent.

37
Meeting the nutritional needs of children
Step 5 (45 minutes)
Lead the participants to brainstorm on how responsibility for childrens rights should be
apportioned. Record the key points arising on a flip chart. Note that the responsibility of the duty
bearers, namely, the state, family and community, as well as that of children should be
highlighted. Relate the obligations of duty bearers to the three Ps.
Provision right of
children to be provided
with goods and services
ranging from a name and
nationality (identity), health
care, nutrition and
education.
Protection right of
children to be protected
from acts such as torture,
exploitation, arbitrary
detention and undeserved
removal from parental care
including trafficking.
Participation right to
participate in decisions
affecting their lives.

Divide the participants into groups and ask them to peruse through the CRC and identify articles
relating to these responsibilities of duty bearers. You may use the template below to analyse duty
bearers responsibility in child protection:

Role of duty bearer in three Ps
Duty bearer Provision Protection Participation
Family
Community
Government
Non State or Non
Governmental actors:
! NGOs
! FBOs
! CBOs

International
community
! International
NGOs
! UN
! Multinationals

Others

38
Once each group has finished, discuss and establish consensus on what each duty bearer ought to
do for child protection.

Step 6 (25 minutes)
In buzz groups of three, let participants discuss the challenges that may be faced in their
communities when it comes to promotion of childrens rights and as such protection of children.
Ask them to discuss and report back, record key points on a flip chart.
They may include ignorance of childrens rights, poverty, HIV/AIDS, cultural
practices and others

Step 7 (5 minutes)
Wind up the session by emphasizing the importance of duty bearers assuming fully their
responsibilities in ensuring child protection. Allow questions and answers.
39
Topic 4: Human Rights Approach to Programming

Purpose
The purpose of this session is to enable participants understand the concept of human rights
approach to programming (HRAP).

Objectives
1. Explain what is meant by (HRAP).
2. Describe the justification for HRAP.
3. Discuss the difference between a needs based approach and a HRAP.
4. List down the elements of HRAP.

Time required for the session: 2 Hour 10 Minutes

Resources

Step 1 (10 minutes)
Introduce the concept of HRAP by explaining to the participants the meaning of the term and its
use.

Step 2 (30 minutes)
Follow up with a discussion of why it is necessary to focus on rights rather than on needs. With
the use of a matrix, demonstrate the differentiating features of the two approaches. Discuss the
features and ask participants to share their experiences on HRAP. Allow for questions and
comments.

F. Notes
HRAP is:
An approach to programming where the focus is not on the needs of the people but
rather the duties and responsibilities of those whose duty is to respect, protect and
fulfil the rights of the people.
The ultimate aim in rights based programming is to fulfil basic needs, address the
root causes of problems as well as to ensure there is social justice.

40
Difference between needs and rights based planning

Needs based approach

Rights based approach
Children deserve help Children are entitled to help
Governments ought to do something Governments have binding legal and moral
obligation
Children can participate so as to improve
service delivery
Children are active participants by right
Given scarce resources, some children
may have to be left out
All children have the same right to fulfil their
potential
Each activity meets a set goal, but there is
no unifying purpose
All activities contribute to an overarching goal
Certain groups have the expertise to meet
childrens needs
All adults can play a role in achieving childrens
rights
Focus is on the specific immediate
situation
Analyses root causes

Emphasise that it is a right to have needs met. Duty bearers (the government, community and
families) are duty bound to provide protection to children and facilitate development of their
potential.

Step 3 (25 minutes)
Building on the discussions above, ask participants to name the elements of HRAP. List them on
a flipchart; discuss the elements one by one allowing participants to share experiences from their
communities on the application of the elements in programmes.
The elements include participation, accountability, non-discrimination and attention
to vulnerable groups, empowerment and linkage to rights.

Step 4 (45 minutes)
To concretise the discussion on why HRAP, move on to highlight some of the key
consideration\s to make when undertaking HRAP. Explain the need for an understanding of the
programme goals and a detailed analysis of the context so that the programme should focus on
the root causes of the lack of childrens protection in society. Allow for questions and comments.

In a brainstorming session, ask the participants to reflect on their communities and state some of
the underlying causes of projects not targeting and addressing childrens rights. Prompt them to
think about the legal and policy environment as an area that may not be adequately supportive of
child protection. Ask them to suggest how projects may be designed to address that gap. Discuss
the responses and note them on a flipchart.

Step 5 (20 minutes)
Wind up this session by listing down and discussing the main characteristics of a HRAP.

They include:
1. More inherently integrated cross-sectoral and decentralised activities.
41
2. Participatory approaches by all actors in the development process.
3. All duty bearers being accountable to rights holders.
4. A broad based analysis focusing on the rights and responsibilities of men and women,
boys and girls.
5. Programmes aim at addressing the root causes of rights violations as well as
immediate problems.
6. Promoting the best interest of the child at all times.

42

UNIT 2: CHALLENGES TO CHILD PROTECTION

Purpose
This unit will focus on the challenges facing child protection. It will focus on the various
challenges that affect and hinder child protection and suggest ways of how they can be addressed
to reduce their impact on children. The unit will cover the following topics:

1. HIV/AIDS 7 Hours
2. Poverty 4 Hours
3. Malnutrition 2 Hours
4. Humanitarian crisis 2 Hours 30 Minutes
5. Cultural factors 2 Hours

Time required for the unit: 17 Hours 30 Minutes

Resources

1. Prepare VIPP cards for the participants.

43
Topic 1: HIV/AIDS

This topic has been covered in three sessions, session one focuses on the introduction to
HIV/AIDS, session two addresses the prevention and control measures of HIV/AIDS while
session three focuses on the impact, care and support of people living with HIV/AIDS (PLWAs)

Session 1: Introduction to HIV/AIDS

Purpose
The purpose of this session is to enable participants have an understanding of HIV/AIDS and
how it is transmitted.

Objectives
By the end of this unit, the participants should be able to:
1. Explain the meaning of HIV and AIDS.
2. Describe how HIV is transmitted.
3. Outline the signs and symptoms of HIV/AIDS.
4. Discuss the factors contributing to the spread of HIV/AIDS.


Resources

Step 1 (10 minutes)
Introduce the session by asking one of the participants to volunteer and appear like a monster (by
putting outer covering on his/her body, make faces and voices, and walk like a monster) and then
introduce the topic by telling participants that HIV/AIDS is a monster within society. Ask
participants to discuss why they think HIV/AIDS is a monster within society.

Step 2 (10 minutes)
Put down the acronym HIV and AIDS on a flip chart/board and ask participants what these
acronyms stand for. Through discussions and explanations, lead them to what the letters stand
for.

F. Notes
HIV Human Immunodeficiency Virus
AIDS - Acquired Immunodeficiency Syndrome

44
Step 3 (15 minutes)
Ask the participants to write on a piece of paper the meaning of Human Immunodeficiency Virus
and Acquired Immunodeficiency Syndrome. After they finish, ask them to exchange what they
have written with the person sitting next to them and read what has been written down. Ask for a
few volunteers to read aloud what they have, discuss the meanings and arrive at a common
understanding. Note them down on a flip chart/board.

Explain to the participants that after the body looses its natural ability to fight diseases, it suffers
a number of opportunistic infections (OIs), which they normally would be able to resist. These
include tuberculosis, meningitis, pneumonia, skin cancer and diarrhoea among others. The
combination of these infections eventually weakens the body and more often leads to death.

Step 4 (15 minutes)
Ask the participants to reflect on their communities and discuss how common HIV/AIDS is.
Discuss the prevalence of HIV/AIDS in Malawi, making reference to the prevalence rates among
the adults and young people as well as drawing comparisons between the rural and urban, men
and women and boys and girls.

Highlight the deaths attributed to HIV/AIDS and point out that owing to the magnitude of
HIV/AIDS, effort is needed by all stakeholders including government, civil society and
individuals to stop the spread of HIV/AIDS and mitigate its impacts.

Step 5 (25 minutes)
Divide the participants into groups and ask them to discuss ways through which HIV is
transmitted. In plenary, ask the groups to make their presentations and allow for discussions.
Note down the correct modes of transmission on a flip chart.

F. Notes:
Human Immunodeficiency Virus is a virus that causes AIDS (Acquired
Immunodeficiency Syndrome), a health condition in which a person is affected by a series
of diseases because of poor immunity. HIV by itself is not an illness and does not
instantly lead to AIDS. An HIV infected person can lead a healthy life for several years
before s/he develops AIDS.

Acquired Immunodeficiency Syndrome is a health condition that results from the
deficiency in the body's immunity following HIV infection. HIV attacks the human body
by breaking down its immune system that is meant to fight diseases. Over a period of
time, the immune system weakens and the body loses its natural ability to fight diseases.
At this stage, various diseases affect the infected person.

45

Explain to the participants that people who already have a sexually transmitted infection are
more likely to acquire HIV infection during sex with an infected partner. This is mainly due to
the open sores and the already existing vulnerability and susceptibility around the sexual organs.
Such STIs include chlamydia, gonorrhoea, syphilis and genital herpes among others.

Step 6 (25 minutes)
Ask the participants to put down on a piece of paper two signs and symptoms of HIV/AIDS.
After they finish, ask them to paste their papers on the flipchart/board. Write the words minor
signs and major signs on two sheets of flip chart and stick them on the wall. Ask for a
volunteer to read out each of the responses from the participants, discuss them and guide the
participants in classifying them into minor and major signs.
F. Notes:
1. Unprotected sex: Engaging in sexual intercourse with an infected person without using a
condom. The sexual act can be vaginal, anal and oral through exchange of semen,
vaginal fluid or blood. If there are sores or cuts on the mouth, vagina or rectum, the risk
is much greater no matter how small.
2. Sharing of needles: Sharing a needle or syringe used by an infected person, for injecting
drugs, drawing blood or for any other purpose involving piercing can get one infected.
Instruments used for tattooing and piercing also carry a risk of infection
3. Unsafe blood: Receiving blood from someone who is infected with HIV will lead to
HIV infection
4. Improperly sterilized hospital tools: Use of surgical devices like syringes, scalps and
other certain instruments used on an infected person and not properly sterilized can
transmit infection.
5. Mother to child: A HIV positive mother may transmit the virus to her child either during
pregnancy, delivery or through breast-feeding.

Point out to the participants that HIV/AIDS is not spread by
casual contact such as sharing of food, utensils, towels,
beddings, swimming pools, telephones or toilet seats.

Minor signs
These include persistent deep and dry cough, itchy skin diseases, oro-pharyngeal
candidiasis, chronic progressive and disseminated herpes simplex infection, swelling of
the glands and recurring shingles among others.
Major signs
These include weight loss, increased shortness of breadth, unexplained bleeding from
growths on the skin, from mucus membranes or from any opening in the body, severe
numbness or pain in the hands or feet, the loss of muscle control and reflex, paralysis or
loss of muscular strength, an altered state of consciousness, personality change or
mental deterioration, chronic diarrhoea, prolonged fever, constant forgetfulness and
short-term memory among others.

46
Step 7 (30 minutes)
Divide the participants into groups and ask them to discuss the factors that lead to the spread of
HIV/AIDS in their communities.

In plenary ask participants to make their presentations, receive feedback and allow discussions
on the presentations. Note the factors on a flipchart.

They may include the following:
Lack of sexual health information and education.
Stigma and discrimination towards people living with HIV/AIDS which makes those
infected quiet about their status;
Poor health care services making it difficult to establish HIV testing and prevention
services such as PMTCT;
Poverty, which compels especially women and girls to engage in sexual activities for
the exchange of money or other material things to meet their basic needs;
Gender relations, which put girls and women at risk of contracting HIV.

Step 8 (5 minutes)
End the session by emphasizing the importance of ensuring that the right information on HIV
transmission is disseminated particularly to children. Empowering people through providing
them with the right information is one way of controlling the spread of HIV. Allow for questions
and comments.

47
Session 2: Prevention and control of the spread of HIV/AIDS

Purpose
The purpose of this session is to equip participants with knowledge and skills on the prevention
and control of the spread of HIV/AIDS.

Objectives
By the end of this session, the participants will be able to:
1. Define the term prevention.
2. Explain the HIV/AIDS prevention strategy of ABC.
3. Describe how to handle human blood in a safe manner.
4. Outline behaviours that could predispose one to HIV infection.
5. Describe the importance of prevention of mother to child transmission (PMTCT).
6. Discuss voluntary counselling and testing (VCT) as a prevention strategy of
HIV/AIDS.


Resources
Markers, flip chart, masking tape, pens/pencils, VIPP cards and writing paper

Step 1 (10 minutes)
Introduce the session by outlining the topic, purpose and objectives of the session. Write the
letters A, B, C on the flipchart/board and ask the participants what they know about the ABC
approach to prevention of HIV/AIDS. Ask them the meaning of the letters.

Step 2 (25 minutes)
Ask the participants to discus in pairs and note down the meaning of abstinence. In plenary,
ask for about five volunteers to share what they have written. Discuss their presentations and
develop a common understanding of the meaning.

Proceed by asking participants why it is important to abstain from sex before marriage, receive
feedback, discuss and note the responses on a flipchart/board.
F. Notes
A: Abstinence
B: Being faithful to one partner
C: Use of a condom correctly and consistently when having sex with a person who is
positive or whose status is not known

48

Explain to the participants that people who are not married should be encouraged to abstain from
sex, however if they cannot abstain, then they should be faithful to one partner. Stress the
importance of trusting one another in a relationship, being honest, respectful and committed to
one another. Highlight that if partners are not faithful to one another, there is a risk of HIV
infection and should therefore use a condom to protect themselves and their partners.

Step 3 (10 minutes)
Ask the participants to imagine that they are working in a health facility such as a dispensary,
clinic or hospital. In buzz groups of three, ask participants to discuss how they would handle
human blood in a safe manner to avoid HIV infection. After they finish, ask for volunteer groups
to share their discussions. Analyse the responses and note them on a flipchart/board. Make
comments.
They should include use of gloves, use of sterilized equipment and handling blood
with care.

Step 4 (25 minutes)
Divide the participants into groups and ask them to reflect on their communities and discuss
situations and behaviours that predispose adults and children to HIV infection.

In plenary, ask them to make their presentations, discuss the responses indicating how they
predispose people to HIV infection. Note them on a flipchart/board.

Write on a flip chart the names High risk, low risk and No risk. Explain the meaning of
these concepts in relation to HIV infection. Read the behaviours listed on the chart and ask
participants to categorize them.

Step 5 (25 minutes)
Explain to the participants that another mode of HIV transmission is through mother to child.
Tell them that this happens during pregnancy, birth, or when breastfeeding. Explain to the
participants that this can however be prevented. Tell them that it is very important for women of
childbearing age who intend to have children to go for HIV testing and counselling. Mothers
Point out that the condom should be used consistently and
correctly as per the instructions provided. Condoms contribute
to HIV protection but if not well used, they may not serve the
purpose.

Point out to the participants that it is important they identify
risky behaviours within their communities and create
awareness of the same among the community, particularly to
the young people and how they can be avoided or stopped.

49
who are expectant should also go for VCT as part of antenatal care as this enables them to get
adequate advice, care and treatment. Allow for questions and comments.

Highlight to the participants that:
If a mother is HIV positive, the risk of her passing the virus to the child increases
once she becomes infected or reinfected during pregnancy or she becomes ill with
AIDS;
A viral and bacterial infection during pregnancy increases chances of MTCT;
It is very important for the mother to know her status so that she can get adequate
care and protect the child from getting the virus;
The risk of MTCT is further reduced by quality prenatal care, treatment of malaria,
TB and STIs, provision of information on how to prevent HIV infection, minimizing
reinfection and provision of antiretrovirals (ARVs).

Step 6 (30 minutes)
Tell the participants that VCT is another preventive measure of HIV infection. Ask participants
the meaning of VCT. Discuss and analyse the responses and arrive at a common understanding.

Explain to the participants that the HIV test results can either be negative or positive. When
antibodies are found, then the blood is HIV positive or seropositive, while lack of antibodies
indicates negative results. However, this may mean that either the person has not been infected
by HIV or it is too early to tell, for example, if it is within 2-3 months period of infection, the
antibodies will not show and is therefore recommended that a second test is done within three
months. This period is referred to as a window period.

Explain to the participants that during a VCT visit, the client should:
Be made aware of the procedures to be undertaken;
Asked for consent;
Provided with information on HIV/AIDS;
Counselled before the testing;
Counselled to be prepared for the results;
Provided with results in a calm and quiet private setting;
Provided with more information on care and support services available.

Ask the participants to share their experiences on VCT, its availability within their communities
and how it is conducted, discuss and make comments.
F. Notes
V - Voluntary, this means that it is ones choice to get tested for HIV/AIDS, thus being tested
is ones decision to seek the services
C - Counselling, this is the psychosocial support provided before and after testing. The
counselling also includes information about the procedures and how the results are
given. The counsellor supports people as they get their results and guide in making
immediate plans.
T - Testing, this is the taking of the blood sample for analysis of the presence of the
antibodies.

50

Step 7 (10 minutes)
Conclude the session by emphasizing the importance of educating people on the prevention and
control methods, particularly encouraging them to g for a VCT. Point out that this enables those
who are not infected to avoid risky behaviours while it enables those infected to be more careful
and not infect others while at the same time seeking better care. This will enable them to live
longer and thereby being there for the children. Allow for questions and comments
51

Session 3: Impact, care and support of People living with HIV/AIDS
(PLWAs)

Purpose
The purpose of this session is to enable participants to have a greater understanding of the
impacts of HIV/AIDS and the treatment care and support to PLWAs.

Objectives:
By the end of this unit, the participants will be able to:
1. Discuss the impacts of HIV/AIDS
2. Describe the treatment for HIV/AIDS
3. Explore ways of care and support to PLWAs


Resources

Step 1 (25 minutes)
Start by asking participants what they remember from the previous session on the condition of
people infected with HIV. Building on their responses, introduce the topic Impacts of
HIV/AIDS and the care and support of those affected. Write it on the flipchart/board.

Ask for volunteers to prepare and present a role-play on the impact of HIV/AIDS. In plenary
discuss the role-play using the following guiding questions:
What did you see in the role-play?
What were the impacts of HIV/AIDS as depicted in the role-play?

Step 2 (30 minutes)
Write the names National, Community and Household on the flipchart/board. Divide the
participants into three groups and allocate each group a category. Ask each group to discuss the
impacts of HIV/AIDS on the category allocated to them Tell them to note their responses on a
flipchart for ease of presentation.

In plenary, ask the groups to make presentations, discuss and analyse the responses and make
comments. Ask participants to share experiences from their communities on the impacts of
HIV/AIDS.
52

Step 3 (15 minutes)
Introduce the effects of HIV/AIDS on children. Explain to the participants that HIV/AIDS has
impacted adversely on the well being of children cause of their vulnerable state. Explain that the
impacts of on children have been devastating. Ask participants to reflect on their communities
and in a brainstorming session, discuss the effects HIV/AIDS has had on children. Discuss the
responses and note them on a flip chart. Compare with those expressed by children and add those
not mentioned to the list.

F. Notes
Impact of HIV/AIDS
National level: Reduction in the size and experience of labour force, increased health care
expenditure, raised the costs of labour and reduced savings and investment, reduced labour
productivity, increased expenditures (staff recruitment and training, funeral expenses, medical
care and increased employee benefits)
Community level: Food insecurity, high levels of orphans and vulnerable children, care
burden at community level and loss of productive time.
Household /Family level: Threatened family income (attention diverted to caring for the
sick), lowered household productivity, reduced ability to maintain households and therefore
declined standards of living, reduced savings (resources mainly used for care and treatment),
restructured households, food insecurity, household economic problems, and psycho socio
distress.

Childrens perception on effects of HIV/AIDS on children
Children become orphans, early marriages if their parents have died and there
isnt anybody to take care of them, they leave school because of lack of clothes
and other school materials, they get married to older men to get money for their
upkeep and because of these they get HIV when they are young. (Chiza, 13
yearsi)
Children become orphans, lack food, school materials, encouragement for school
and their property is grabbed when parents die , early marriages( Timwe, 14
years)
Girls go into prostitution because of the problems they face at home (Thandi, 16
years)
It has increased the numbers of orphans in the communities who, due to
problems experienced in raising fees, they are not able to attend school. Many
orphans are left with grandmother, these aged people are less capable of working
and it is difficult for them even to look for food to feed the orphans. As such, the
orphans left to the grandmother have a risk of being attacked by diseases such as
marasmus (Zione, 14 years)
HIV/AIDS has also affected the education of children. Children are dropping out
of school at their young due to lack of fees. The property left behind by their
parents is taken away by the relatives and they leave the children on the bare
ground (Atupele, 15 years)
Stigma and discrimination have also come about as a result of HIV/AIDS
pandemic. Children who are known to have been born of parents who died of
AIDS are neglected by their friends in many areas. There still are some people
who dont know how HIV is transmitted from one person to another. This leads
to miserable living by orphans (Mavuto, 13 years).

53
Orphans being cared for by elderly grandmothers

Explain that efforts need to be intensified on identifying these children and providing assistance
to them.

Step 4 (30 minutes)
In buzz groups of three, ask participants to discuss ways of mitigating the impacts of HIV/AIDS
on children. Ask them to think through and discuss the interventions that can be undertaken to
assist children. In plenary, discuss the interventions and note them on a flip chart. They may
include:
Sensitizing communities on child rights instruments;
Ensuring food security whereby all children get access to food;
Strengthening home based care, community and institutional care by training caregivers,
service providers, communities, parents and children;
Building capacity and strengthening family and community based care including that
provided by the informal sector;
Establishing and maintaining referral linkages to ensure continuum of care to children,
especially the vulnerable children;
Providing social support and basic needs like respect, parental guidance, love,
acceptance, food security, clothing, shelter, medical care and education;
Forming networks and community support groups;
Creating effective linkages between community support groups and the formal health
care system;
54
Ensuring that caregivers and service providers have information on how, where and when
to refer needy children.

Ask participants to also share from their experiences in their communities interventions on child
protection and how they are benefiting children.

Step 5 (15 minutes)
Ask the participants to reflect on their communities and think of a person they have known to be
HIV positive. Ask them to think through the form of care given to this person and ask for
volunteers to share their experiences. Discuss the form of care being provided at the community
level and the adequacy of care.

Explain to the participants that care for PLWAs falls into three categories:
1. Palliative care and social support to relive symptoms and assistance in coping. This
type of care does not treat HIV/AIDS, but rather improves the quality of life by
treating their symptoms and offering them and their families psychological, social and
spiritual support. It starts with diagnosis and continues eventually helping a person
die with dignity and in peace. This type of care can be provided through community
based care and support programmes.
2. Diagnostic treatment and prevention of opportunistic infections. People become
vulnerable to illnesses and infections they would normally be able to resist since HIV
weakens the immune system. These opportunistic infections are the major clinical
manifestations and they include bacterial and fungal infections, protozoal and viral
diseases, and malignancies. Early diagnosis and aggressive treatment of these
infections is important and equally is advice to PLWAs on hygiene and other
behaviours that can reduce the risk of opportunistic infections.
3. Treatment with antiretrovirals. This treatment includes use of different drugs to
reduce the amount of virus in the body to undetectable levels.

Highlight that all these categories are important and should be provided for a holistic care and
treatment

Step 6 (20 minutes)
Write the term treatment of HIV on the flipchart/board. Building on the discussions above,
explain to the participants that so far, there is no known drug that cures HIV; however, several
drugs have become available to fight both the HIV infection and its associated infections. Tell
the participants that these drugs can be obtained from health facilities.

Explain to the participants that:
There are three types of antiretroviral drugsnucleoside reverse transcriptase
inhibitors, non-nucleoside reverse transcriptase inhibitors, and protease inhibitors.
Antiretrovirals work by disabling the enzymes required for HIV to function and
multiply. Inform them that the impact of a single antiretroviral drug (monotherapy) is
short lived and therefore are only useful in PMTCT.
55
For sustained, long-term control of HIV/AIDS, patients must take a combination of
three or more antiretrovirals (highly active antiretroviral therapy - HAART) from at
least two of the three drug types.
The development of these antiretroviral drugs, beginning with zidovudine (formerly
known as AZT), has offered people living with HIV/AIDS the hope of an effective
treatment.
They reduce the amount of virus in the body, delay the development of AIDS, reverse
its effects on the immune system, and prolong survival, even though they may not
cure the disease. This has allowed people infected with HIV to lead full lives over
many years.
It is important to educate infected people to take precautions to avoid infecting others.

Emphasize that it is important for PLWAs, particularly children to receive proper medical
attention and care. Although resources may be limited within the family and community,
families should be encouraged to seek assistance for medical care. One way is to be encouraged
to go for a VCT and also make their status known to stakeholders who can offer assistance.
Parents need to be encouraged to go for ARVs so that their lives can be prolonged and they can
continue to provide love and support to their children.

Step 7 (15 minutes)
End this session by asking the participants to discuss their role in mitigating the impacts of
HIV/AIDS on children in their communities.

Point out that it is important to ensure that when children are
receiving ARV drugs, their growth gain and general growth is
monitored as this helps monitoring the childs response to
drugs.

56
Topic 2: Poverty

This topic has two sessions, the first session covers the nature and extent of poverty and the
second one focuses on the effects of poverty and its mitigation.

Session 1: The Nature and extent of poverty

Purpose
The purpose of this session is to help participants understand the concept of poverty and its
dimensions.

Objectives:
1. Define the term poverty.
2. Describe the different dimensions of poverty.
3. Explain the situation of poverty in Malawi.
4. Outline the causes of poverty.


Resources

Step 1 (15 minutes)
Begin by writing the term Poverty on the flip chart/board. In a brainstorming session, ask
participants the meaning of the term. The responses may include:

Childrens perception of the term poverty
It is not having food (Mwai, 12 years)
It is having torn clothes (Timwe, 13 years)
Not having shoes (Chikondi, 15 years)
Not going to school (Alinafe, 14 years)
Living in an old house (Zipatso, 12 years)
Going to work in farms to get money for food
(Atupele, 15 years)

57
Discuss the responses and building on them, summarize by providing the definition of poverty.

Step 2 (25 minutes)
Explain to the participants that there are different types of poverty. Tell them that when people
think of poverty, they mostly think of people living without proper housing, adequate food or are
starving, lack clothing or medical care, generally people who are struggling to survive. Explain
that such a situation is referred to as absolute poverty.

Point out that generally, it is recognised that any person living on less than I USD a day is
regarded as absolute poor. Ask the participants if they have people living in such conditions
within their communities. Allow a short discussion.

Explain to the participants that there are also poor people in society who are not necessarily
living in absolute poverty. They are poor and their needs are not adequately met. Inform the
participants that poverty is therefore a relative construct and it is not the same everywhere, it
varies across society and over time.

Step 3 (25 minutes)
Introduce the different dimensions of poverty, write the words Income poverty basic needs
poverty human poverty and governance poverty on a flipchart/chalkboard. Explain to the
participants the meaning of these words in relation to poverty. Ask participants to share
experiences of these forms of poverty from their communities.

Explain to the participants that these dimensions can overlap in different combinations and are
all together or by themselves part of the whole phenomenon of poverty.

Step 4 (20 minutes)

F. Notes:
Poverty is a state where there is lack of necessities of material well-being and also the
denial of opportunities for living tolerable life.
58

Write the topic impact of poverty on a flipchart/board. Explain to the participants that poverty is
experienced at different levels in society. In a brainstorming session ask them what these levels
are and note them on the chalkboard/flipchart. They include national, community, household and
individual levels.

Divide the participants into four groups and allocate each group to a level. Ask them to discuss
the characteristics of poverty at the level allocated to them. In a plenary session have the groups
report their responses, discuss and make comments.

Step 5 (30 minutes)
Tell the participants that they are now going to take a study tour to Malawi. Ask them to reflect
on their communities across Malawi. In a brainstorming session, discuss the situation of poverty
in Malawi, highlighting the poverty statistics in the urban and rural areas.

Introduce the concept of the poor vulnerable. Explain to the participants that there are some
particular groups in the society that are vulnerable to poverty. Tell them that these categories of
people live below the poverty line.

Ask the participants to reflect on their communities and in a brainstorming session, ask them to
name these vulnerable groups, list them down on a flipchart/board explaining why the groups are
vulnerable.

F. Notes
Income approach is lack of income necessary to satisfy basic needs such as food,
clothing energy and shelter.
Basic needs approach is deprivation of material requirements for minimally acceptable
fulfilment of human needs including food. It goes beyond lack of income and includes the
need for basic health, education and essential services that have to be provided by the
community to prevent people from falling into poverty. The concept also recognises the
need for employment and participation.
Human poverty is deprivation in the most essential capabilities of life, including leading
a long and healthy life, being knowledgeable, having adequate economic provisioning and
participating fully in the life of the community. Lack of basic human capabilities includes
illiteracy, malnutrition, abbreviated lifespan, poor maternal health, and illnesses from
preventable diseases;
Governance poverty: In all situations, for people to have a chance to participate in
interventions to reduce poverty at all levels, the governance must open up to peoples will
to do so. In the absence of good governance this cannot be realized. Governance
encompasses the following tenets that promote popular participation including that on
poverty;
o Political will that must be supported by top government and party officials in
development projects and programmes;
o Improved safety, security and access to justice;
o Respect for human rights that includes respecting and protecting peoples
entitlements.
59

Step 6 (20 minutes)
Distribute three VIPP cards to each participant and ask them to note down in each VIPP card,
one cause of poverty. Ask each learner to pin his or her responses on the board. Invite a
volunteer to read the responses one by one and discuss them. Generate a list on the causes of
poverty.

It may include:
Low productivity of land, which includes rapid environmental degradation;
Limited or inadequate access to land;
Labour constraints;
Poor health status including HIV/AIDS;
High level of unemployment;
Rapid population growth;
Powerlessness and gender inequalities;
Land constraints;
Lack of access to other resources like farm inputs, technology and credit;
Recurring droughts and flooding;
Cattle rustling;
Illiteracy.

Step 7 (15 minutes)
End the session by asking the participants to sit round in a circle. Provide a summary of the
session and ask each participant to share what new thing they have learnt about poverty and
how they will apply the new knowledge in protecting children.

F. Notes
Vulnerable groups
The land constrained small holder farmers.
The labour constrained female headed households.
Estate workers or tenants.
Ganyu and other casual labourers.
The destitute or disadvantaged children like OVC, children in the streets and child
headed household.
Persons with disabilities.
Low income urban households.
The elderly.
The uneducated.
The unemployed.
60
Session 2: Effects of poverty and its mitigation

Purpose
This purpose of this session is to increase participants knowledge and understanding of the
effects of poverty on children and how these can be addressed.

Objectives
1. Explain the effects of poverty on children.
2. Discuss strategies to address poverty at household and community levels.


Resources

Step 1 (5 minutes)
Introduce the session by recapping on the situation of poverty in their communities. Tell them
that they are going to look at the effects of poverty on children and discuss ways of reducing
poverty.

Step 2 (15 minutes)
In a brainstorming session, ask the participants the effects of poverty in their communities. List
down the effects on a flipchart/board and discuss them as they are being mentioned.

They may include
High prices of commodities, Poor reduced harvests, diseases, rising death rates,
malnutrition, debt accumulation, poor state of health, increased crime, dependency
on casual labour, hunger, illiteracy, early marriages, unemployment and HIV/AIDS.

Step 3 (25 minutes)
Introduce the effects of poverty on children. Explain to the participants that poverty impacts
adversely on the well being of children. Tell them that poverty affects the children more because
they have no means of livelihoods and when faced with such situations, their rights are violated
and they are mostly forced out of school to work to earn a living.

61
Starting from one point, ask each participant to mention one effect of poverty on children, put
down the points on a flipchart/board and discuss the points as they are being mentioned.
Compare with the list of childrens perception of poverty and add on to the list what has not been
mentioned.

F. Notes
Childrens perception on effects of poverty
Makes children to steal, fight, commit suicide and killing others in
robbery, live on the street, Girls move with sugar daddies to get money
(Thandi, 14 years)
Lack of money for food, school, look miserable because every time
they are thinking about how to get money, malnutrition because they
have no enough food
Shortage of school fees, food, clothes. Other children start stealing,
killing other people and sexually abusing others (Zipatso, 14 years)
The children leave their parents and go to towns to beg money and
food, they go to farms to work to be paid, some girls go into the bars
and do sex to be paid, boys also start killing people to get money
(Chiza, 15 years)
Find difficulty in getting education, difficult to worship God, they do
heavy work which they cannot do easily, some children start stealing
and killing others in robbery, indulging in drug and alcohol, they start
smoking Indian hemp, doing sexual intercourse in order to get money
(Tione, 15 years)
Young people commit crime, smoke chamba, suicide and stealing
and when they are caught the chief beats them and takes them to the
police. Other people give them work to do to earn money (Atupele, 14
years)
They are not able to go to church, not able to play, do not have money
to feed or to buy clothes and some die with hunger (Mwiza, 15 years).
Girls are the ones mostly affected by poverty. They usually follow the
wrong way of solving this challenge. They respond positively to rich
men as their partners aiming at getting assistance from them, yet they
are putting their life in danger, they also become used to prostitution
which they find an easy way of earning a living Timve, 13 years).
Boys too are also affected by poverty in one way or another. Even
little boys leave their homes in search of food in the streets and they get
a stray without ever turning back home. Some are employed in farming
estates where they perform hard works as compared to their size/age.
Apart from working in these areas, there are some whose alternative
way of earning money is stealing. This habit puts them in many
problems for example; they are sometimes arrested and sent to prison
as a result of poverty (Alinafe, 15 years).
62

Step 4 (30 minutes)
Explain to the participants that they are going to discuss ways and means of addressing poverty.
Tell them that reducing poverty depends on improving personal capacities and increasing access
to resources, institutions and support. This requires efforts from national, community and
household level. Put on the wall three flip charts, one written National Level, another
Community level and the other Household level.

Divide the participants into three groups and allocate them each a level. Ask the groups to
discuss the measures that can be undertaken at their allocated level to reduce poverty. Ask the
groups to put down their points on the appropriate flip charts. In a plenary session discuss the
measures and make comments.

They may include:
Community mobilization to protect their valuable livelihood resources in the
community;
Adjust their habits and patterns at household;
Formation of groups that seek to get access to farm inputs;
Start income generating activities;
Plant a variety of crops for food security i.e. maize, cassava. Soya, sweet potatoes
and bananas;
Build household strategies- Dependence on/interdependence with the family and co
residents;
Encourage labour strategies Paid and unpaid work to maintain livelihoods;
Build reciprocity and networks non-resident kin, friends and neighbours,
community and charity.

Step (15 minutes)
End this session by emphasizing to the participants that they will be required to find the most
appropriate measures to apply in their community to reduce the impacts of poverty on children.

Explain the importance of networking with other stakeholders to reduce the impacts of poverty
particularly on children. Allow for questions and answers.

Remind the participants that these are the challenges they
will contend with in society. They should therefore be
prepared to network with other organizations to mitigate
these effects so that children are not deprived of their
rights under the threat of poverty.

63

Topic 3: Malnutrition

Purpose
The purpose of this session is to enable participants learn the basic facts about malnutrition and
its effects on children.

Objectives
By the end of this topic, the participants will be able to:
1. Define malnutrition.
2. Describe the causes of malnutrition.
3. Explain common nutritional disorders in children and adults.
4. Understand the relationship between nutrition and disease.
5. Discuss measures to prevent and correct malnutrition.


Resources
Markers, flip chart, masking tape, pens/pencils, writing papers, basket and VIPP cards

Step 1 (5 minutes)
Write the word malnutrition on the flipchart/board and introduce the session

Step 2 (10 minutes)
In plenary, ask the participants the meaning of the term malnutrition, discuss and analyse the
responses and arrive at a satisfactory meaning. Note it on the flipchart/board.

Step 3 (25 minutes)
Provide VIPP cards to participants, ask them to reflect on their communities and note down one
cause of malnutrition. Tell them to drop their VIPP cards in the basket placed on the table.

F. Notes
Malnutrition is a condition that results when a person does not get enough nutritious food
(with vitamins and minerals). This can have many causes such as insufficient calorie intake or
an unbalanced diet, which in turn can be the result of many circumstances such as drought,
poverty or war.

64
In plenary, ask for a volunteer to read out the responses one by one, discuss and analyse each
response explaining how they are linked to malnutrition and their magnitude in the country. Note
the causes on a flipchart.

They may include:
Basic causes such as inadequate resources at national level; and political and
economic structures that are not supportive;
Underlying causes such as insufficient health services, household food security and
inadequate maternal child care;
Immediate causes such as inadequate dietary food intake and disease.

Explain to the participants that malnutrition is as a result of inadequate dietary intake or infection
or a combination of both. This in turn derives from a combination of foods, health and care
related causes at the household and community level.

Tell the participants that malnutrition is caused by social, economical, cultural and political
behaviour and not by an isolated case of poor diet.

Step 4 (15 minutes)
Explain to the participants that the relationship between nutrition and infection is that of a
vicious cycle involving repeated illness and malnutrition. In a brainstorming session ask the
participants to share their experiences on the relationship between nutrition and diseases.
Discuss and analyse their responses and make comments

Explain to the participants that health and nutrition are closely linked and that diseases contribute
to malnutrition and malnutrition also contributes to diseases making it a vicious cycle. Add that it
includes under nutrition, specific nutrient deficiencies and over nutrition.

Explain further that malnutrition makes an individual more prone to disease, and in its severe
form, it increases the duration and severity of infectious diseases and it may kill, maim, retard,
and impair human development.

Step 5 (30 minutes)
Divide the learners into groups; tell them to imagine that they have been posted to a certain
community as nutrition education officers, ask them to choose the name of their community and
tell them that this will be their group label community for the successive group work activities.
In their label communities, ask them to discuss and note down some of the common nutritional
disorders experienced in children and adults in their communities and the signs and symptoms of
each.
Explain to participants that the immediate and direct causes are
attributed to a lack of appropriate dietary intake and infections.
Although poverty reduces the variety and quantity of foods
available, behavioural practices also have an impact.

65
Receive feedback in plenary, discuss and note the main points on a flipchart and make
comments.
They include marasmus, kwashiokor, marasmic kwashiokor, anaemia, rickets,
pellagra, scurvy, goitre, exophthalmia and cretinism.

Step 6 (25 minutes)
Ask participants to sit in a circular manner, ask them to think through the resources available in
their communities, the types of foods and capacities and discuss measures that can be undertaken
to prevent and correct malnutrition. Discuss and note them on a flipchart.

They should include supplementary feeding, nutrition education, nutrition rehabilitation
units, community nutrition programmes for the vulnerable groups and food security
measures.

Step 7 (10 minutes)
End the session by providing a summary of the session and ask each learner to share what he or
she has learnt and how he or she is going to use the information to improve the quality of life of
children.
66
Topic 4: Humanitarian Crisis

Purpose
The purpose of this unit is to enable participants understand the concept of humanitarian crisis
and its effects on children

Objectives
1. Define humanitarian crisis.
2. Discuss causes of humanitarian crisis.
3. Discuss mitigation strategies for humanitarian crisis.


Resources

Step 1 (5 minutes)
Tell the participants that they are going to explore the term humanitarian crisis, write it on the
flipchart/board and explain the purpose and objectives of the session.

Step 2 (30 minutes)
Ask the participants what they think the term means, ask for a few volunteers to give the
meaning, discuss and analyse the responses and agree on a common understanding. Note the
meaning on the board.

Tell the participants that humanitarian crises are in most cases as a result of natural and
manmade disasters. Introduce the concepts, hazards, vulnerability and disaster.

Explain to the participants that hazards are threats to life, well-being, material goods and the
environment. Extreme natural processes or technology causes them. When a hazard results in
great suffering or collapse, it is usually termed a disaster.

Point out further that no matter where one is located, whether in an urban or rural environment,
one's chances of experiencing a disaster are usually strongly linked to one's vulnerability to the
event. The more vulnerable a community is, the greater the physical, economic and emotional
F. Notes
Humanitarian Crisis is a term used to describe conditions and standard of living of people in
situations of disasters and other social calamities. It refers to a situation where the living
standards of people have deteriorated to the worst or unbearable levels.

67
costs of a disaster. Vulnerability, then is the degree to which an individual, family, community or
region is at risk of experiencing misfortune following extreme events

Explain to the participants that vulnerability of people combined with a hazard results into a
disaster, for example explain the connections below:

.

Tell the participants that disasters are therefore events (happening with or without warning)
causing or threatening death, injury or disease, damage to property, infrastructure or the
environment and exceeds the ability of the affected society to cope using only its own resources.
They include droughts, floods, fires and oil spills and earthquakes and they affect the living
standards of people socially, economically and physically. Ask participants to share their
experiences on disasters that have occurred in their communities.

Ask participants to reflect on their communities and in a brainstorming session discuss the
effects of such disasters on children. List them on a flip chart.
They may include homelessness, poverty, hunger and deaths among others.

Step 3 (20 minutes)
Ask the participants to get to their label communities and discuss some of the types of disasters
in their communities. In plenary, ask the groups to make their presentations, discuss and analyze
the presentations and note them on a flipchart/board. Write the words natural disasters and
human made disasters on the board. Ask a volunteer to read out the causes of disasters noted
down one by one and categorize them into natural and human made disasters. They should
include:

Natural disasters Human made disasters
- Drought/Hunger
- Floods
- Earthquake
- Volcanic eruptions
- Heavy winds/storms
- Pests and diseases
- Heavy rains
- Erosion
- Land slides
- Droughts
- Social and political conflicts
- Cultural differences
- Environmental degradation
- Religious divisions
- Ethnic divisions
- Wars
- Oppressive governance
- Clash of ideologies
- Political divisions

Vulnerability
Being poor and
living in poor
conditions
Hazard
Lack of
rainfall
Disaster
The high vulnerability and the lack of
rainfall and depending on management
and preparation of such events, a
disaster may result, which in this case
may be that of hunger.
68
Tell the participants that disasters are not always caused by physical factors. Several other
factors may act together to produce human, environmental and material losses. Inform
participants that it is useful to develop ways with which to deal with disasters and put into place
practical plans to manage these disasters if they should occur.

Step 4 (15 minutes)
Ask the participants to discuss in pairs the causes of disasters. This can be related to the
experiences from their communities. In plenary, ask the participants to report their discussions
and note down the points. Discuss and analyse the responses and make comments.
The causes include:
Poverty.
Rapid population growth.
Unmanaged urbanisation.
Transitions in cultural practices.
Environmental degradation.
Civil strife.
Lack of awareness and information.
Misuse or abuse of modern technology
Informal settlements

Step 5 (15 minutes)
Provide participants with VIPP cards and ask them to note down one cause of the humanitarian
crisis in Malawi. Ask the participants to pin the VIPP cards on the board. Read out the responses
one by one, discuss, analyse and note them on the flip chart.
They should include:
Poverty;
Lack of food;
HIV/AIDS;
Erratic and unfavourable weather conditions (late rains and then floods).

Inform the participants that a combination of all these factors has led to the humanitarian crisis in
Malawi, threatening the livelihoods of millions of people, especially women and children.

Step 6 (25 minutes)
Divide the participants into groups and ask them to discuss the effects of the humanitarian crisis
on children in Malawi. In plenary, ask the groups to make their presentations. Discuss and
analyse the effects and note them on a flipchart.
Tell the participants that disasters are not only the result of
natural events. The level of development and management in
a locality is strongly linked to disaster occurrence, as well as
its extent and impact.

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Step 7 (20 minutes)
In a brainstorming session, ask the participants what they think can be done to address the
humanitarian crisis in Malawi. Ask them to share from experiences what measures have been
undertaken and how they can be strengthened. Discuss and analyse the responses and note them
on a flipchart.
Identifying child-headed households (CHHs) and ensuring that orphans and members
of CHHs are linked to all other interventions;
Expanding HIV/AIDS awareness and education programmes, prevention, care and
support;
Strengthening mechanisms for school attendance;
Meeting the food deficits in these countries and preventing deaths from starvation
and hunger;
Providing safe water and promoting hygiene;
Food aid assistance;
Facilitating children's access to sufficient food;
Working to prevent sexual violence and abuse;
Emergency relief;
Supplementary feeding.

F. Notes
Effects of humanitarian crisis on children include:
Increased malnutrition;
Homelessness;
Child headed households that are vulnerable due to fewer opportunities to earn an income
or grow crops;
Children drop out of school to care for ailing family members and help with earning an
income and getting food;
Reduced levels of childcare;
Children may have to care for themselves and their siblings, and are often hidden, voiceless
and excluded from society;
Children may turn to the streets or to hazardous work to make ends meet, placing them at
risk of violence and HIV infection;
Children have been left orphaned;
Food insecurity;
Children more vulnerable to diseases such as measles, cholera and polio;
Children more vulnerable to sexual exploitation and may be forced into prostitution to meet
their basic needs.

Emphasize that the current humanitarian emergency in Malawi is a
complex crisis that requires a comprehensive approach. This
includes tackling the food security crisis and dealing with the
factors that increase the population's vulnerability, especially that of
women and children.

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Step 8 (10 minutes)
Explain to the participants that to be effective, the approach to managing a humanitarian crisis
should cover all aspects of disaster management and also needs to include such aspects as
prevention, mitigation, preparedness, response, recovery and disaster-related development.

Discuss the activities required for effective preparation, they include:
Vulnerability assessment;
Planning;
Information systems;
Institutional framework of development;
Warning systems;
Public education and training;
Development of a short-term and longer-term mitigation strategy.

Explain to the participants that these activities should be an integral part of normal local
government activities that are expanded when needed (vulnerability assessment, for example, is a
long, involved process that cannot be conducted only when an isolated disaster occurs).

Inform them that an important aspect of long-term disaster preparedness is that such plans should
not be counter to, or hinder, development.

Step 9 (10 minutes)
End the session by summarising the main points of the session and asking the learner to discuss
how they can protect children during humanitarian crisis.

Underscore the fact that for effective coordination of support
services, there is need to strengthen national emergency response
capacity by setting committees at community, district and national
levels to gather information related to emergency relief operations,
contingency planning and disaster management. The coordination
structures should also develop effective mechanisms for reporting
occurrences, providing feedback and referral to various agencies
providing assistance.

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Topic 5: Cultural practices

Purpose
The purpose of this session is to enable participants gain understanding of cultural practices and
their effects on child rights.

Objectives
1. Define culture
2. Identify cultural practices that impede enjoyment of child rights
3. Discuss how cultural practices can be applied to promote enjoyment of child rights
4. Explore ways and means of eliminating cultural practices that are harmful to children


Resources

Step 1 (10 minutes)
Tell the participants that they are going to discuss cultural practices and their effect on child
rights. Explain the purpose and objectives of the session. Write the word culture and ask the
participants what the word means. Get a few responses, discuss and analyse the responses and
arrive at a common understanding and note it on the flipchart/board.

Step 2 (45 minutes)
Ask the participants to get into their label communities and discuss and note down cultural
practices that affect children, they should include those mentioned below by children. Secondly
ask them to indicate how those cultural practices either promote or hinder child rights.

Note down on separate flipcharts, Promotes child rights and Impedes child rights. In
plenary session, ask the groups to make their presentations, discuss the cultural practices and
how they affect children. Agree which practices fall on each category. Note them on a flip
chart and make comments

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Step 3 (25 minutes)
In a brainstorming session, ask the participants how cultural practices can be used to protect
and promote child rights. Discuss and analyse the responses making comments. Note down
the responses on a flipchart/board.

Step 4 (30 minutes)
Ask participants to get into their label communities and discuss ways and means of
eliminating cultural practices that are harmful to children.

In plenary ask the groups to make their presentations, discuss and analyse the responses and
make comments.

Step 5 (10 minutes)
End the session by asking participants to discuss how they will go about stopping the harmful
cultural practices. Allow questions and comments.
F. Notes
Childrens perception of some of the cultural rights that affect
them
Fisi, kupimbira, early marriages, kanyama kafumu,
Hlazi , sadaka and chokolo (children from Consol
homes)

Emphasize to the participants that efforts are needed by all
stakeholders together with the communities to stop the
harmful cultural practices. Tell them that they will need to
educate the community on how the practices are harmful
and affect children then together with the community they
agree on an advocacy strategy.

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UNIT 3: CHILD PROTECTION ISSUES

Introduction
This unit will focus on specific child protection issues. It will further look into how these issues
impact on children thereby leading to various categories of vulnerable children, the challenges
they face and how these challenges can be addressed. The unit will cover the following topics:

1. Abused children 12 Hours
2. Children in conflict with the law 5 Hours 20 Minutes
3. Orphans and other vulnerable children 6 Hours
4. Children living on/off the streets 1 Hour 35 Minutes
5. Children in employment 2 Hours 40 Minutes
6. Children with disabilities 3 Hours


Resource

Advance preparations for the unit
1. Prepare VIPP cards for the participants.

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Topic 1: Abused children

This topic has been covered in several sessions. The sessions include overview of child abuse,
sexual abuse, physical abuse, child neglect, emotional abuse and child trafficking.

Session 1: Overview of child abuse

Purpose
The purpose of this session is to introduce participants to the concept of child abuse and assist
them to understand the various forms of child abuse.

Objectives:
By the end of the session, the participants should be able to:
1. Define the term Child Abuse.
2. Explain the different types of child abuse.
3. Understand the situation of child abuse in Malawi.
4. Explain the factors contributing to child abuse.
5. Discuss the consequences of child abuse.

Time required for the session: 2 Hour 30 minutes

Resources

Step 1 (10 minutes)
Introduce the session by writing the terms child abuse on a flipchart/board, ask the participants
what the term means. Discuss their responses and establish a common understanding.

Step 2 (20 minutes)
Ask participants to reflect on their communities and note down on a VIPP card any behaviour
towards children they could term as child abuse. Ask them to pin their responses on a board.
F. Notes
Child abuse consists of any act or failure to act that endangers a childs physical or emotional
health and development. Failure to nurture a child, physically injure the child or relate
sexually to the child are all forms of abuse.

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Discuss the responses one by one analysing their prevalence in Malawi. Encourage participants
to share their experiences on child abuse.

Step 3 (30 minutes)
Introduce the forms of child abuse, explain to the participants that the major types of child abuse
are Sexual Abuse, Physical Abuse, Emotional Abuse, and Neglect. Tell the participants
that child trafficking is also another form of child abuse that is gaining ground.

Explain to the participants the meaning of the forms of child abuse. Allow discussions, questions
and comments.

Explain to the participants that these forms of child abuse rarely occur in exclusion, one form
may lead to the occurrence of others and they are interrelated.

Step 4 (20 minutes)
In plenary, ask for a few volunteers, drawing from their professional knowledge or experiences
from their communities to narrate their experiences of child abuse. Discuss and analyse the
experiences using the following guides and note the responses on a flip chart:
The nature and types of cases.
The magnitude and prevalence of such cases.
The perpetrators of these incidences.

F. Notes
Sexual Abuse is the employment, use, persuasion, inducement or coercion of a child to
engage in or assist another person to engage in any sexually explicit conduct for the
purpose of producing a visual depiction of such conduct. It includes fondling a childs
genitals, making the child fondle the adults genitals, sexual intercourse, incest, rape,
sodomy and sexual exploitation.
Physical Abuse is the inflicting of physical injury upon a child and may include
battering, burning, shaking, kicking, beating or otherwise harming a child.
Neglect is the failure to provide for a childs needs and can be physical, emotional or
educational.
Emotional abuse is any attitude, behaviour or failure to act on the part of the caregiver
that interferes with a childs mental health or social development.
Child trafficking is the recruitment, transportation, abduction or use of payments to
achieve the consent of a person over another one for the purpose of exploitation.

Point out to the participants that incidences of child abuse are
on the increase and therefore need to be very observant in
identifying and addressing the cases. Also, let them know
that the perpetrators are mostly people living in the
communities and well known to the child.

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Explain the situation of child abuse in Malawi, highlighting the forms experienced, the
magnitude of the cases and the intervention programmes in place.

Step 5 (45 minutes)
Tell the participants to get into their label communities. Ask them to discuss the factors
associated with child abuse in their communities indicating how these factors influence child
abuse.

In plenary, ask the groups to make their presentations. Discuss, analyse the responses and make
comments. Note the responses on a flipchart/board.
Poverty;
Alcohol and drug use;
Marital conflict;
Dealing with a child who is difficult;
Unemployment;
Witchcraft;
Lack of self discipline;
Traditional practices;
Illiteracy and ignorance;
General stress Personal history of being abused;
Cultural traditions.

Step 6 (15 minutes)
In a brainstorming session, ask the participants to discuss the consequences of abuse on children.
Note down the key points, discuss and make comments.

The child may become one who lies, resents, fears, retaliates rather than trust and
listens;
May become elusive and alienated form the resort of the family;
Low self esteem and likely to engage in self destructive behaviour;
Impairment of psychological development and social behaviour;
May grow to abuse his/her children.

Highlight the importance of protecting children from all forms
of abuse. Remind the participants what they discussed about
building a protective environment and emphasize on ensuring
this secure environment for children at all times.

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Step 7 (10 minutes)
End this session by explaining that child abuse is on the increase in Malawi and that in most
cases it goes unreported. Ask participants to discuss how they will identify and protect children
from abuse in their communities.

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Session 2: Sexual abuse

Purpose
This purpose of this session is to explore the concept of sexual abuse, its effects on children and
how it can be prevented.

Objectives
By the end of this session, the participants should be able to:
1. Define sexual Abuse.
2. Identify the perpetrators of sexual abuse.
3. Identify the risky situations for sexual abuse.
4. Determine the signs and symptoms of sexual abuse.
5. Outline the effects of sexual abuse on children.
6. Discuss the factors that influence sexual abuse.
7. Suggest preventive measures of sexual abuse.


Resources
Markers, flip chart, masking tape, pens/pencils, writing papers, VIPP cards and a basket

Step 1 (5 minutes)
Distribute copies of the picture on sexual abuse (here in below), ask participants to study the
picture and discuss it using the following discussion guides.
What is happening in the picture?
How common is what you see in the picture in your community?
Discuss the responses and introduce the topic of the session, sexual abuse.

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(Picture by Hannah, 17years)

Step 2 (25 minutes)
Inform the participants that they are going to stage a short role-play on sexual abuse entitled the
evil among us. Ask for volunteers to prepare and present the role-play.

After the presentation, discuss and analyse the role-play using the following guiding questions.
What did you see in the play?
Who was the abuser and the abused in the play?
What other people in society sexually abuse children, particularly young girls?
How did the abuse take place?

Discuss and analyse the responses and make comments.

Explain to the participants that different types of abuses have different types of perpetrators,
point out to the participants that although any persons can commit sexual abuse, it has been
indicated that it is usually committed by persons well known to the child.

Explain further that research has shown that sexual abusers are mostly male and more often
know the child. Majority have been found to be non-relatives and include acquaintances such as
friend of the family, neighbour, teacher, clergy or baby sitters. However, quite a big proportion
of the abusers have also been found to be relatives of the child such as fathers, uncles and
cousins. Strangers contribute a small proportion.

Tell the participants that they should advise parents to be very careful not to leave their children
alone and be careful with whom they leave them.

Step 3 (20 minutes)
Divide participants into groups and distribute the case stories on sexual abuse (attached at the
end of this session). Ask participants to read them, discuss and share experiences on tactics

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employed on children by abusers. Discuss and analyse the tactics and note them on a
flipchart/board.
They include:
Being alone with the child;
Winning the childs trust;
Giving rewards or presents;
Prevailing upon the child to keep it a secret;
Threatening if the secret is let out.

Step 4 (15 minutes)
In plenary, ask participants to reflect back on the role-play that was presented earlier and discuss
the following questions. Analyse the responses and note the key points on the flipchart/board.
In the role-play, where did the offence take place?
What are other risky situations where sexual abuse is likely to occur?

Tell the participants that risky situations are contextual and more often, sexual abuse occurs in
surroundings that are familiar to the child. This is to avoid arousing any suspicion from the child.
They include homes, and other compounds familiar to the child. They include secluded areas,
bushes and deserted areas. Parents and caretakers should therefore be warned not to leave
children unattended.

Step 5 (10 minutes)
In a brainstorming session, ask the participants to discuss how they would be able to identify a
child who has been sexually abused. Discuss and analyse the responses and make comments.

The signs and symptoms of sexual include.
Has difficulty in walking or sitting;
Reports nightmares and sometimes bedwetting;
Eating disorders;
Demonstrates unusual sexual knowledge and/or behaviour;
Becomes pregnant;
Contracts STIs and/or HIV/AIDS;
Runs away;
Fear of a particular person;
Withdrawal, secretiveness or depression;
Point out to the participants that different tactics are applied to
convince the child, who may then be sexually abused. In most
cases the child is vulnerable, powerless and lacks authority to
negotiate, and as such, the abuse can happen for as long as the
offence is kept secret. Explain to the participants that they
have to be keen and investigative to notice and unearth the
abuse, more so that the child may have been threatened to
keep the abuse a secret. Children may even sometimes deny
that they have been sexually abused.

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Avoidance of things related to sexuality;
Over compliance or excessive aggression;
Suicidal behaviour.

Step 6 (20 minutes)
Provide two VIPP cards to each participant. Ask them to write on each VIPP card, one effect of
sexual abuse on children. Ask them to drop their responses in the basket that will be passed
round.

Explain to the participants that effects of sexual abuse can be physical or
emotional/psychological and write these terms on different flipcharts. Pick the VIPP cards from
the basket one by one and read out the responses, discuss, analyse the responses and ask the
participants in which category the response fits and pin it in the rightful category, repeat this
until all the VIPP cards are over. Point out to the participants that some of these effects can be
long term and may cause permanent damage on the child.

The effects may include:

Physical Emotional/Psychological
A change in
walking style
Physical injuries
Bruised genitalia
Broken hymen
Pregnancy
STI, and HIV
infections

Feeling of worthlessness
Depression
Anxiety
Guilt
Aggressive
Fear of the opposite sex
Withdrawal
Sadness
Shame and embarrassment
A distorted view of sex Low self esteem
Criminal activity
Suicidal tendencies
Drug abuse

Step 7 (15 minutes)
Explain to the participants that occurrence of any one of the above
symptoms may not automatically indicate sexual abuse. However
their presence is a sign for further investigation. Tell them that
caretakers and parents have to be keen and observant to be able to
identify some of these signs and symptoms, as sometimes-sexual
abuse is kept very secretive. They should also be reactive to the
slightest symptom. Also, point out that parents, caretakers or people
closely associated with children should pay attention to the slightest
behaviour change and any suspicion linked to sexual abuse.

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In buzz groups of three, ask the participants how they would counsel a child who has been
sexually abused and the processes they would undertake in reporting a sexual abuse case. Note
the responses on a flipchart/board, discuss, analyse them and make comments.
They include:
Understanding that the child has a problem and listening keenly;
Showing empathy and reassuring the child;
Building trust in the child;
Assure the child of confidentiality;
Letting the child explain in their own words and at their own time and way they
would want to express themselves;
Showing commitment to providing assistance;
Help the child to be calm, and avoid asking questions that are intimidating to the
child;
Help the child with making informed and right decisions;
Avoid taking the lead and do not confuse the child nor impose youre your
feelings on the child.

The procedures for reporting include:
Build confidence and trust;
Show commitment and willingness to help;
Assure confidence of the matter at all levels of the process;
Inform the accused that there is need to report the matter and assure
confidentiality;
Report the matter to the relevant authority within the context where it occurred,
for example, a teacher in school or a community leader in the community;
Inform a family member that the child wishes to know;
Commence counselling right away;
Seek legal assistance for the child.
Prepare reports and all these members above should ascertain the report and
report the matter to the police or the relevant authority.

Step 8 (10 minutes)
In plenary, ask participants to discuss some of the factors that contribute to sexual abuse among
children. Discuss and note and the responses on a flipchart.
The factors may include, socio-cultural factors, poverty, unemployment,
overcrowding, gender factors, and traditional practices

Explain to the participants that they need to be very
cautious when handling a child who has been sexually
abused, tell them that it is important for them to be
friendly, composed and cultivate trust in the child.

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Step 9 (20 minutes)
Write the words of the following institutions on a flip chart Home, School and Community.
Divide the participants into three groups and allocate to each group an institution. Ask each
group to discuss measures that can be undertaken in their institution to prevent sexual abuse.

In plenary, ask the groups to make their presentations. Discuss and analyse the preventive
measures in each institution, ask other members to make comments and note the measures on a
flip chart.
Home School Community
Secure
environments
for children
Provision of
basic needs for
children
Report sexual
abuse cases
Educating
children on
sexuality issues
Not leaving
children alone
Stop harmful
cultural
practices
Education on sexuality
Life skills education
Pamphlets on prevention
of sexual education
Educate communities on
prevention of sexual abuse
Work with other
organizations in the
community
Anti sexual abuse clubs
Education to children and
school community in
partnership with resource
persons
Advocacy programmes
in the media
Awareness through the
religious institutions
Posters
Workshops on
prevention of sexual
abuse
Networking with all
organizations in the
community
Install hotlines
Advocacy against
harmful cultural
practices

Step 10 (10 minutes)
In plenary, ask participants to discuss what measures children can undertake to prevent sexual
abuse in any of the settings above. Discuss and analyse the measures and make comments.

They should include, avoiding risky situations, such as dark, deserted and secluded areas,
avoiding talking to strangers, move in the company of others, avoiding taking alcohol and
drugs, screaming when they sense danger, not trusting others too much and always to be
cautious and confiding in somebody in case of a problem

Ask the members to visit their label communities, hold discussions and design an intervention
programme that can be undertaken to curb sexual abuse at the community level. Tell the groups
Point out to the participants that each one of these institutions has a
role to play in safeguarding the children against sexual abuse. Tell
them that the children and parents should be sensitised to these
roles so that they can work together in protection against sexual
abuse.

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that they are free to make consultations with the other members of other communities (consult
with the rest of the groups). Provide advice during discussions.

In plenary session, have the groups present their intervention programmes, discuss and analyse
the programmes, ask the participants to make their observations and comment on how they will
be implemented.

Step 12 (5 minutes)
Summarise the session with the following key points:
1. That sexual abuse is in most cases committed by people well known to the child;
2. The effects of sexual are very traumatic to the child;
3. Children need support and care to go through such traumatic experiences.
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Case stories on sexual abuse

Note:
Consol homes is a community-based organization which runs various programmes for orphans
and vulnerable children. One of the programmes is that referred to as the orphans affairs unit
(OAU). This programme has got structures whereby children have been appointed to represent
orphans from various areas of the community. These representatives are referred to as members
of parliament (MP). They are charged with the responsibility of highlighting any issues affecting
orphans and other vulnerable children and channelling them to Consol homes management for
action.
Case 1
There was a girl called Madalitso, she was an orphan and had lost both parents
and was living with her grandmother. Madalitso was living at Katsalira village
and was aged 15 years old; she loved to do peace work at Chileka. One day,
Madalitso was coming from Chileka after doing her piece work as usual,
unfortunately Madalitso met with a man who gave her 5 Kwacha in order to
have sex with her, after Madalitso refused, the man raped her. When she was
taken to hospital, the doctor found out that she was pregnant.

Madalitso, was one of the members of the orphan affairs unit (OAU) and after
an MP of her community presented this story to the organization, they started
to find out who made Madalitso pregnant, fortunately they got to know the
man who raped Madalitso. OAU decided to discuss with Madalitsos
grandmother, But then the man who made Madalitso pregnant paid 100
kwacha to her grandmother and asked her to refuse everything OAU advised
her about and indeed she did just that. OAU tried to tell Madalitsos
grandmother to accuse the man who had raped Madalitso to the police but
Madalitsos grandmother refused. OAU also asked the man about what he had
done to Madalitso but he denied, although the president of OAU talked to
Madalitso who confirmed that Mr chisale is the one who made her pregnant.
Consol homes took Madalitso to hospital for a test and unfortunately, they
found that Madalitso was pregnant and HIV positive. (Thandi, 17 years)

Case 2
I was walking slowly from the market when I heard a voice from a
certain gentleman calling my name. When I did not look at him, he
caught me with an aim of making sex. The man had AIDS, he raped
me and from that time I contracted AIDS After some days I noticed
some changes in my body. I was taken to the hospital and told they
were signs of HIV/AIDS Girl (Mwiza, 12 years)

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Session 3: Physical abuse

Purpose
The purpose is to give participants an understanding of physical abuse, its effects on children and
how it can be addressed.

Objectives
1. Define physical abuse.
2. Describe the perpetrators physical abuse.
3. Explain the signs and symptoms of physical abuse.
4. Identify the causes of physical abuse.
5. Discuss factors contributing to physical abuse.
6. Discuss the effects of physical abuse on children.
7. Examine the preventative measures for physical abuse.


Resources

Step 1 (20 minutes)
Introduce the session by asking the participants to recall the meaning of physical abuse from the
previous session. Discuss the responses and write the topic on a flip chart/board. Tell the
participants that they are going to perform a short role-play based on physical abuse. Ask for
volunteers to prepare and present the role-play.

In plenary, discuss the role play using the following guiding questions
What did you see in the play?
How common is what you saw in the role-play in your communities?
Who are the perpetrators of physical abuse in your communities?
During the discussions, analyse the responses and note them down.

Tell the participants that physical abuse is common and is inflicted equally by men and women.
Explain to the participants that sometimes, the perpetrators are not aware that they are physically
abusing children mistaking it for discipline. There is need to create awareness and differentiate
the two.
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Step 2 (30 minutes)
Ask the participants to draw on a piece of paper a picture showing a child who has been
physically abused. Ask them to pin their pictures on the wall after they finish. Take a gallery
walk, discuss and analyse the pictures noting down the signs of physical abuse.

Discuss other signs of physical abuse and add them on to the list.

They may include bruises, burns, bite marks, anti social behaviour, problems in
school, fear of adults and depression or poor self-image

Step 3 (15 minutes)
In a brainstorming session, discuss the factors contributing to physical abuse on children. Ask for
a volunteer to note down the responses on the flipchart. Discuss and analyse the points and give
comments.
The factors include:
Poverty;
Cruelty;
Provocation from childs unbecoming behaviour;
Lack of capacity to care for the children;
Greed Child not their own;
Traditional factors.

Step 4 (20 minutes)
Distribute VIPP cards to the participants and ask each one of them to write one effect of physical
abuse on children. Ask them to pin their VIPP cards on the board. Ask for a volunteer to read
the responses one by one and discuss them noting the key points on a flipchart.
Effects of physical abuse include difficulties in adulthood with physical closeness,
touching, intimacy or trust, anxiety, depression, substance abuse, problems at school
and becoming abusive parents or caregivers.

Step 5 (30 minutes)
In buzz groups of three, ask participants to reflect on their communities and discuss a measure
they would undertake to prevent physical abuse of children.

In plenary, receive feedback, discuss the measures, analyse them and make comments.

Step 6 (15 minutes)
Conclude the session using the following review question:
1. How would you establish incidences of physical abuse in your community?
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Session 4: Child neglect

Purpose
The purpose of this session is to provide participants with an understanding of child neglect. This
will enable them comprehend the problems facing children neglected and how they can address
these problems.

Objectives
1. Define child neglect.
2. Identify perpetrators of child neglect.
3. Describe the signs and symptoms of child neglect.
4. Establish the factors leading to child neglect.
5. Explain the effects of neglect on children.
6. Discuss the preventive measures for child neglect.


Resources
Markers, flip chart, masking tape, pens/pencils and a basket

Step 1 (10 minutes)
Write the word Neglect on the flipchart, introduce the topic and explain the purpose and
objectives of the session. Recalling from their previous sessions, ask the participants to
differentiate between child neglect and child abuse. Discuss and agree on the differences.

Step 2 (15 minutes)
In plenary session, ask participants to share their experiences on child neglect. Prompt them to
identify the perpetrators of neglect and forms of neglect. Ask for a volunteer to note down the
key points. Explain the forms of neglect.
Perpetrators may include the following, but not limited to:
Parents;
Single parents;
Fathers (usually desert their families);
Young mothers;
Relatives looking after orphans.

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Step 3 (20 minutes)
In buzz groups of three, ask the participants to discuss how they would identify a neglected child.
Ask them to note down the signs.

In plenary, receive feedback, discuss and analyse the presentations. Note them on a flipchart.
Some of the signs include unsuitable clothing, being dirty, extreme hunger, apparent
lack of supervision, begs or steals money among others.

Step 4 (25 minutes)
Ask participants to get to their label communities. Ask them to share their experiences on child
neglect in their communities and discuss them using the following guides.
Form of neglect.
Factors leading to neglect.

In plenary, ask the groups to make their presentations. Discuss and analyse the responses noting
the factors leading to child neglect on a flipchart.

The factors may include the following:
Growing up in a unstable, hostile non nurturing homes which may lead to stressful
marriages and abusive parenting practices with their own children;
Depression;
Poor social and coping skills;
Poor social communication and problem solving skills;
Lack of knowledge of and empathy for childrens age appropriate needs;
Alcohol and drug abuse;
Repulsive and undisciplined children;
Poverty;
Unemployment;
Stress.

Step 5 (20minutes)
F. Notes
Neglect can be physical, emotional or educational and is sometimes linked to factors like
poverty. This therefore makes the line between the causes and the manifestation very thin.
It is therefore necessary to identify the causes of neglect and seek ways of addressing them.

Tell the participants that for child neglect to be understood and
addressed adequately, it should be viewed from the broad
ecological systems perspective. Explain that experience of these
multiple may lead to child neglect and therefore the need to be
address neglect from a multiple angle.

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Referring to the cases discussed above and from the participants experiences, ask the
participants in a brainstorming exercise to discuss the effects of neglect on children. List down
the responses on a flipchart, discuss the responses and make comments.

Step 6 (25 minutes)
Tell the participants to imagine that they are local community leaders whose mandate is to
develop measures to prevent child neglect in their community. Ask them to note on a piece of
paper some of the measures they would undertake to achieve this and drop it in a basket placed at
the front of the room. In plenary, read, discuss and analyse each response noting them on a
flipchart.

Some of the measures would include raising awareness on neglect, its association to
poverty and the negative effects it has on children; provision of basic services at
community level such as schools, health and other social facilities; poverty alleviation
measures; parent skills training strengthening social network supports among others. Ask
the participants to discuss how these measures can be implemented.

Explain to the participants that these measures require government and other organizations
support, and therefore the need to network with other stakeholders.

Tell the participants that when working out intervention programmes, there are general
guidelines that need to be considered.
They include the fact that:
Most neglectful parents want to be good parents but lack the means;
Interventions must be culturally sensitive;
Parents have got resources and skills that can be mobilize;
Families are unique and each should be considered on its own;
Neglectful parents are psychologically immature;
Encourage parent-to-parent help;
Avoid dysfunctional dependency;
Set achievable goals;
Have parents understand their roles and responsibilities in the programmes;
Neglectful parents are typically poor and lack access to resources.
F. Notes
Effects of neglect on children
Anxiety and feel insecure with the primary caregivers.
Passive and socially withdrawn.
Experience developmental problems.
Exhibit frustration, anger and non compliance.
Low self esteem.
Poor performance in school.
Low confidence levels.

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Step 7 (5 minutes)
Ask the participants to sit round in a circle and summarize the session by underscoring the
following:
Neglect is very common in society and it has contributed a great deal to the increasing
numbers of children in the street, child workers and prostitution.
Neglect is linked to many other causative factors that may be beyond family and
community capacity and may require interventions from other organizations.
Addressing neglect requires networking with other actors on the ground so that multiple
interventions are undertaken to address the various factors.
A need to employ a one-tone strategy of counselling and talking to parents and caretakers
to be responsible and strive to care for and provide for the children.

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Session 5: Emotional abuse

Purpose
The purpose of this session is to get an understanding of emotional abuse, the effects of
emotional abuse on children and how this can be addressed.

Objectives
Define emotional abuse.
Describe signs and symptoms of emotional abuse.
Identify perpetrators of emotional abuse.
Discuss factors contributing to emotional abuse.
Explain effects of emotional abuse on children.
Identify preventive measures for emotional abuse.


Resources
Markers, flip chart, masking tape, pens/pencils and VIPP cards

Step 1 (5 minutes)
Write the terms emotional abuse on the flipchart. Ask the participants what they remember
about emotional abuse from the previous sessions. Discuss the meaning of the term and note it
on a flipchart. Explain the purpose and objectives of the session.

Step 2 (40 minutes)
Divide the participants into three groups and ask them to discuss the following questions:
Who are the people emotionally abusing children?
What are the signs and symptoms of emotional abuse?
What factors lead to emotional abuse?

In plenary, ask the groups to make their presentations, discuss and note the responses on a flip
chart and make comments.

F. Notes: Emotional abuse is any attitude, behaviour or failure to act on the part of the
caregiver that interferes with a childs mental health or social development.

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Step 3 (30 minutes)
Tell the participants that they are going to do a short role-play on effects of emotional abuse on
children. Ask for volunteers to prepare and present the role-play.
After the presentation, discuss the role-play based on the following guiding questions:
What was the play about?
How was the victim affected in the role-play?
Based on your experiences, what are the other effects of emotional abuse on children?

Discuss, analyse the responses and make comments. Ask for a volunteer to note down the
responses on the board.

Step 4 (15 minutes)
Distribute VIPP cards to the participants and ask them to write on each card, factors that
contribute to emotional abuse of children. Tell them to pin their responses on the board after they
finish. Read out each one of the responses and discuss them. Analyse the factors discussing how
they lead to emotional abuse and make comments.

Step 5 (40 minutes)
Divide the participants into their label communities. Tell them to imagine that they are staff of a
non-governmental organization in the community and one of their mandates is to protect children
against emotional abuse. Ask them to visit other community members and discuss measures and
intervention programmes to be undertaken to curb emotional abuse in the community. (Inform
the participants they can move and discuss outside the room).

In plenary, have the groups make their presentations, discuss and analyse the programmes and
make comments. Discuss with the participants how these measures can be implemented.

Step 6 (10 minutes)
Conclude this session by asking participants to discuss how they would go about protecting
children from emotional abuse in their communities.

F. Note
Anybody can emotionally abuse children. However those mostly associated with the abuse are
caretakers. Emotional abuse goes on sometimes without the abuser knowing that they are
emotionally abusing children and also without the children knowing that they are being abused.
There is need to sensitise all parties on what emotional abuse is, how it happens and its effects
on children.
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Session 6: Child trafficking

Purpose
The purpose of the session is to enable the participants understand the phenomenon of child
trafficking, its effects on children and how it can be prevented.

Objectives
By the end of this topic, the participants should be able to:
Define the term child trafficking.
Outline forms of child trafficking.
Explain the causes of child trafficking.
Discuss the effects of trafficking on children.
Identify measures for preventing child trafficking.


Resources
Markers, flip chart, masking tape, pens/pencils, writing paper and VIPP cards

Step 1 (15 minutes)
Introduce the session by writing the term child trafficking on the flipchart, explain the purpose

Ask by a show of hands how many participants have heard of the term. Ask them to share what
they know about child trafficking, discuss and make comments. If there are none, then proceed
and explain the meaning of child trafficking

Step 2 (20 minutes)
Explain to the learners that people use all means when trafficking children. Discuss the ways
used in trafficking children in Malawi, ask participants to share from their experiences. Note the
responses on the flipchart.

Some of the ways include:
F. Notes
Child trafficking is the recruitment of, transfer, harbouring or receipt of persons, by means
of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of
the abuse of power or of a position of vulnerability or of the giving or receiving of
payments or benefits to achieve the consent of a person having control over another person
for the purpose of exploitation (UNICEF).

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Stealing children from mothers at birth;
Taking advantage of the poor and vulnerable and offering cash or meeting the costs
of living of the child in exchange for a child;
Cheating the poor and vulnerable that they are going to educate and provide for the
child;
False declarations of parentage;
Obtaining parental consent by deceit.

Step 3 (20 minutes)
In a brainstorming session, ask the participants how common child trafficking is in Malawi.
Discuss the feedback and make comments.

Ask the participants to discuss in pairs some of the causes that lead to child trafficking in
Malawi. Receive feedback in plenary, discuss and analyse the response and note the points on a
flip chart. The causes include:
Poverty;
High demand for labour in certain areas;
Unemployment in certain areas;
Social attitudes;
Cultural practices.

Step 4 (25 minutes)
Distribute VIPP cards to participants and ask each one of them to note down one consequence of
child trafficking on children. Ask them to think through the consequences on the child
throughout the trafficking process. Tell them to pin their cards on the board after they finish.

Ask for a volunteer to read out aloud the cards one by one. Discuss the responses and analyse
them making comments. Note the points on a flip chart.
The consequences may include trauma, malnutrition, and drop out from school among
others.

Step 5 (45 minutes)
Ask the participants to get into their label communities and identify ways of stopping child
trafficking. Ask them to discuss what measures can be put in place to combat the situation and
state how the measures can be implemented.

In plenary, ask groups to make their presentations. Discuss the measures and make comments.
The measures may include law reform and putting stiffer penalties for those involved,
advocacy, protection of children and assistance to the needy, empowering parents from
poor and vulnerable backgrounds among others.

Step 6 (15 minutes)
End the session by emphasizing that as child protection workers; they need to be very keen in
identifying child trafficking because of the various forms it takes. Ask participants to share how
they will protect children from trafficking in their communities.
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Topic 2: Children in conflict with the law

This topic is covered in two sessions, the first session focuses on the juvenile justice system in
Malawi, while the second session addresses the interventions that may be undertaken for children
in conflict with the law.

Session 1: The juvenile justice system in Malawi

Purpose
The purpose of this session is to get an understanding of the juvenile justice system in Malawi,
the processes thereof and how these can be applied for child protection.

Objectives
1. Define the term Juvenile justice
2. Understand the juvenile justice system in Malawi
3. Identify the causes of juvenile delinquency
4. Identify the challenges facing the juvenile justice system


Resource materials required

Step 1 (10 minutes)
Write the name Juvenile Delinquent and Justice on the flipchart. Ask the participants to
write on a piece of paper the meaning of the three words. Ask a few volunteers to read what they
have written, Discuss and agree on the meanings of the words and put down the agreed
definitions on the board.
F. Note
Delinquent Someone, especially a young person behaving in a way that is criminal or anti
social.
Juvenile A young person who has committed a crime or is accused of committing a crime.
Justice Treatment of people in a way that is fair and morally right.

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Building on the definitions generated, ask the participants in pairs to discuss and construct the
meaning of juvenile justice. Discuss the meanings derived and agree at a satisfactory definition
of the term.

Step 2 (45 minutes)
Avail copies of the child rights instruments, the Constitution of Malawi and The Children and
Young Persons Act. Ask participants to go through the instruments and identify the articles that
make reference to juvenile justice. Note the points on a flip chart, discuss, analyse them and give
comments. They include:

The instrument Articles on juvenile justice
The CRC Article 37: No child shall be deprived of his or her liberty
unlawfully or arbitrarily. Arrest, detention or imprisonment of a
child shall be in conformity with the law and shall be used only as
a measure of last resort, and for the shortest appropriate period of
time.
Article 40: Establishes standards which should be applied to
children in conflict with the law i.e. the right to appeal, free
assistance and full respect of for the Childs privacy at all stages of
the proceedings
Clause 4 provides alternatives to institutional care such as
guidance and counselling which should be available to ensure the
well being of the child
UN Standard
Minimum rules for
the Administration of
juvenile justice
(Beijing Rules)
Rule 5: Avoidance of merely punitive sanctions against juveniles
and also focuses on presence of parents during trial, child
participation and legal representation and non recourse to formal
trials among others
UN Rules for the
protection of
Juveniles deprived of
their liberty 1991
Address matters of treatment of children in custodial institutions
such as right to receive regular visits and remain in contact with
parents/guardians, forbid the use of corporal punishment, solitary
confinement and reduction in diet and the right to complain.
The Constitution of
Malawi
Section 42 provides for the rights of the children in conflict with
the law i.e. not being sentenced to life imprisonment,
imprisonment as a last resort, separated from adults when in
imprisonment, maintaining contact with family and being treated
in a manner that takes into consideration their age and promoting
their sense of dignity and worth.
The children and
Young Persons Act
Requires that parents and guardians be in attendance when the
case is heard and that such cases be heard in camera
Provides for a separate juvenile court and that the child should be
treated in consistent with his/her vulnerability.

F. Notes: Juvenile Justice is treatment of young people who have committed or accused of
committing a crime in a fair and morally right way.

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Step 3 (20 minutes)
Introduce the concept of children in conflict with the law. Explain to the participants that these
are children whose behaviour is contrary to the law. Ask volunteers to share their experiences on
what happens at the community level when a child is in conflict with the law.

Discuss the experiences highlighting the processes undertaken in juvenile justice. Note the key
points on a flipchart.

Step 4 (20 minutes)
Tell the participants that they are going to stage a role-play on causes of juvenile delinquency.
Ask for volunteers to prepare and present the role-play.

In plenary, after the presentation, discuss and analyse the role-play using the following
guidelines and list the responses on a flipchart/board.
What was the role-play about?
What caused the delinquent behaviour?
What would have been done to avoid the delinquent behaviour?

Step 5 (25 minutes)
Distribute VIPP cards to the participants. Ask them to reflect on their communities and note on
each VIPP card one cause of juvenile delinquency and pin their responses on the board. Read out
the causes one by one, discuss and analyse each one of them explaining how it leads to
delinquency. Ask the participants whether the causes are at family or community level and
categorize them pinning them on the flipcharts labelled family or community.

F. Notes:
The causes of juvenile delinquency:
Alcohol and drug abuse;
Lack of guidance;
Inadequate of parental care and control;
Peer pressure;
Poverty;
The Internet and global communication e.g. pornographic websites;
Some cultural influences;
Neglect/ rejection;
Inadequate socialization.

Stress to the participants that all these legislations are
meant to protect children and should be applied in a just
way. Explain to the participants the rights of the child in
regard to juvenile justice. Identify the links to the
Constitution of Malawi, the young persons act and others.

99
Step 6 (30 minutes)
Ask the participants to get to their label communities and discuss the process that is followed
from when a child is in conflict with the law and is arrested to institutionalisation. Tell them to
discuss:
The likely problems/challenges faced at each stage and how they affect the childs rights
Suggestions how the childs rights would be protected at those stages.

In plenary, allow presentations, capture the key points on the flipchart. Discuss the issues raised,
and give comments.

The process includes arrest, detention awaiting trial, initial court appearances, pre-
trial diversion, court appearances, sentencing and imprisonment/institutionalisation.

Step 7 (5 minutes)
Conclude the session by highlighting that it is very important to ensure that the childs rights are
protected in the process of legal proceedings. Allow for any questions and comments.

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Session 2: Juvenile justice interventions

Purpose
The purpose of this session is to enable participants understand the importance of juvenile justice
interventions.

Objectives:
1. Explore juvenile justice interventions.
2. Describe the diversionary measures.
3. Understand the restorative systems.
4. Determine challenges faced in juvenile justice interventions.

Time required for the session 2 Hours 40 Minutes

Resources

Step 1 (5 minutes)
Write the topic juvenile justice interventions on the flipchart/board and explain the purpose and
objectives of the session.

Step 2 (25 minutes)
Making reference to the previous session on juvenile justice systems, ask the participants to
recall some of the causes of juvenile delinquency. Receive feedback and make comments.

In a brainstorming session, ask the participants what they think can be done to prevent juvenile
delinquency. Follow up with a discussion on what can be done to minimize utilization of the
formal juvenile justice system and maximize use of alternative measures. Discuss and analyse
the responses and note them down on a flip chart/board

They should include reintegration, alternative sentencing, participation, diversion,
crime prevention, rehabilitation and reintegration, reformatory services and after care
probation.

101

Step 3 (20 minutes)
Ask participants to write down on a piece of paper the meaning of diversion as an intervention to
juvenile justice. Ask them to exchange what they have put down and ask a few volunteers to read
out what they have. Discuss and analyse the responses and arrive at a common understanding of
the term.

Ask the participants to share their experiences on how diversion can be undertaken at community
level to avoid judicial proceedings. Discuss and analyse these measures and note them on a flip
chart.

Explain to the participants that whatever means resorted into, they must be compatible with the
rights of the child, which prohibit measures such as corporal punishment. They should include
the use and application of traditional ways of resolving issues.

Step 4 (25 minutes)
Explain to the participants that diversion measures are undertaken to avoid the formal justice
system by placing the young offenders on non-custodial sentences and that it may occur at pre
trial phase or at post-trial phase.
Pre-trial phase, the juvenile offender is offered alternative remedies before being taken to
court of law.
F. Notes:
Diversion: These are measures of dealing with children without resorting to judicial
proceedings.

Emphasize that:
Interventions suggested will avoid juvenile justice systems
and correct the behaviour of the juvenile.
Diversionary and restorative systems should be
emphasized as they give the child an opportunity to
correct behaviour without going through judicial
proceedings.
Diverted children are assisted to resist committing further
crime while those who are tried, sentenced and subjected
to custodial sentence are exposed to hard-core criminals
and their behaviour may deteriorate.

Point out to the participants that entry into the formal justice system
including labelling of a child as a bad child can be traumatic and
stigmatising to an adolescent. Ways and means should therefore be
sought to address a matter in a less formal way and avoid judicial
proceedings.

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Post trial diversions include forms of rehabilitation and mitigation after the custodial
sentence.

From the lists generated above on diversion measures, ask the participants in a plenary session to
identify which ones are pre trial and post trial measures. Read out each one of them and discuss
the type of diversion. Ask the participants to suggest other forms of diversions from their
experiences. Discuss, analyse them and make comments. They should include:

Pre-trial diversion measures Post trial diversion measures
Prosecutors may offer warnings and
unconditional withdrawal of the case.
Offering of life skills programmes.
Probational supervision.
Childrens court enquiry.
Normal trial with legal representation.
A warning that future offences will have more
serious implications.
Voluntary acceptance of supervision or
counselling.
A commitment to reform and avoid the bad
behaviour.
Reconciliation with the victim.
Acceptance of community service.
Reintegration.
Alternative sentencing.
Rehabilitation and reintegration.
Reformatory services.
After care.
Probation.

Step 5 (20 minutes)
Explain to the participants that sometimes an application can be made for a juvenile offender into
a diversion programme.

However, point out that diversion is applied when the juvenile offender:
Admits an offence
Is the first offender
Willingly accepts to comply, without any force and or threats with the conditions of
diversion
When the complainant willingly accepts that the juvenile be diverted

Step 6 (30 minutes)
Emphasize to the participants that juveniles should however not
be coerced in admitting guilt and or attending diversion
programmes. Inform them that in pre-trial diversion, the
prosecutor makes the final decision on diversion.

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Write the term restorative systems on a flipchart/board. Ask the participants by a show of hands
how many have heard of the word restorative systems. Ask them to share with others the
meaning of restorative systems and its importance in juvenile justice, discuss and arrive at a
satisfactory definition and note it on a flipchart/board. If there are none who are familiar with the
term, explain the meaning of the word.

Highlight to the participants that the procedures of restorative systems include reparation,
remorsefulness and reconciliation. Emphasize that it is important to employ these systems for
reconciliation. Explain to them that they need to remain impartial in the whole process and may
require to involve other parties if need be. Explain that sometimes it is necessary to lobby other
parties in the resolution process.

Highlight the key features of a restorative justice system which include the following:
Active participation by the victim in the conflict resolution;
The offence is against the actual victim and not the state;
Crime is considered as a breakdown of human relationship;
Diversion is administered to restore the broken human relationship;
Reparation is awarded to the victims;
Community is involved in bringing about justice;
Use of informal methods to conflict resolution;
The victim feels secure and in control;
The offender assumes responsibility, feels secure and cared for after diversion;
The use of restorative justice reduces the court caseload.

Step 7 (30 minutes)
In a brainstorming session, ask participants to reflect on their communities and:
Identify challenges they are likely to face while undertaking their work in ensuring
juvenile justice.
Suggest ways of overcoming the challenges.

F. Notes
Restorative systems may be described as a process by which the consequences of a
particular offence are resolved by all the affected after the aftermath of the offence.

This system views crime as a breakdown of human relationship irrespective of whether the
offender and the victim personally know each other and it puts the needs of the victim at the
centre of conflict resolution

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Step 8 (5 minutes)
End the session by asking for any questions or comments.

F. Notes
The challenges can include the following:
Violence;
Threats;
Conflicts;
Unwillingness of parties to resolve issues.

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Topic 3: Orphans and other vulnerable children

This topic is covered by two sessions, the first session focuses on factors contributing to the
increasing rates of orphans and vulnerable children (OVC) while the second one discusses issues
of stigma and discrimination.

Session 1: The situation of orphans and vulnerable children

Purpose
The purpose of this session is to equip the participants with knowledge on the situation of
orphans and other vulnerable children.

Objectives
Define the term orphan and vulnerable children.
Describe the factors contributing to the increasing numbers of OVC.
Discuss the risks associated with OVC.
Determine needs and problems of OVC.
Explore care and support services available for OVC.

Time required for the session: 3 hours

Resources
Markers, flip chart, masking tape, pens/pencils, writing paper and VIPP cards

Step 1 (15 minutes)
Write the topic orphans and vulnerable children on a flip chart and tell the participants that you
are going to examine this category of children. Explain to the participants the purpose and the
objectives of the session.

Ask the participants to write on a piece of paper the meaning of the terms orphans and vulnerable
children separately. Ask for a few volunteers to read their responses, discuss and analyse the
responses to a satisfactory level.

106

Explain to the participants that an orphan can be defined differently depending on the context
and communities. Tell them that age of an orphan also sometimes differs depending on the
context.

Have them discuss the definition of an orphan in Malawi in the different communities and
compare with the universal definition of an orphan. Agree on a universal definition to be used,
refer to the constitution of Malawi and the CRC document. Also tell them that vulnerabilities are
different and are influenced by different situations; ask them to discuss the vulnerabilities
experienced in their communities.

Step 2 (10 minutes)
In a brainstorming session, ask participants to name some of the children they would categorize
as vulnerable and give reasons for their responses. List the categories on a flipchart and discuss
each one of them. Categorize them into the following and tell the participants that they are going
to examine each one of them.
Children living on/in the streets.
Child involved in employment.
Children with disabilities.
Abused children.
Children in conflict with the law.

Step 3 (25 minutes)
In plenary, identify and discuss the factors that contribute to the vulnerability of children in their
communities. Discuss and put the responses on a flip chart.

The factors may include poverty, HIV/AIDS, alcohol and drug abuse, orphan hood and
the associated stigma, poor living conditions, inaccessibility to education and lack of
social and economical support.

Step 4 (25 minutes)
In a brainstorming session, ask the participants to share their experiences on the risks that OVC
face. Discuss and note them on a flipchart as they are being mentioned.

They may include HIV/AIDS, prostitution, sexual abuse, child labour, juvenile
delinquency, malnutrition and other health related problems, alcohols and drug abuse,
dropping out of school and other psychological problems.

F. Notes:
Orphan: A child who has lost one or both parents due to death and is under the age of 18 years.
Vulnerable Child: This is one who has no able parents or guardians, staying a lone or with
elderly grandparents or lives in a sibling headed household or has no fixed place of abode and
lacks access to health care, material and psychological care, education and has no shelter.
MOG&CS, 2003)

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Step 5 (30 minutes)
Tell the participants that they are going to stage a role-play depicting needs and problems faced
by OVC. Ask for volunteers to prepare and present the role-play

In plenary, discuss the role-play using the following guiding questions:
1. What was the role- play about?
2. How common is what you saw in your community (ask them to give examples and share
experiences)?
3. What problems do OVC face?
4. What are the needs of OVC?

List down the responses on a flip chart, compare the list generated on problems of OVC with
these mentioned by children below and highlight those not mentioned.

Explain to that stigma and discrimination isolates a child and adversely affects them. In worse
situations, children may run away from situations where they are discriminated just to land in
worse situations, such as in the streets and engaging in prostitution, employment and others,
which may make them more vulnerable to HIV/AIDS.

Childrens experiences of problems of OVC
The orphans receive ill treatment from relatives, the relatives have more
children so not easy for to feed orphans, so they wonder from place to
place looking for work to do to help themselves, the guardians are not
sending orphans to school (Dalitso, 16 years).
These orphans are always mistreated by their guardians, they take them
everyday to work early in the morning, sweeping, building fire for the
house, cooking, take their pupils to bathe in time for breakfast, they do
not eat together with their children, worse still, the orphans are
discouraged to go to school (Mustafa, 14 years).
Giving them too much work instead of sending them to school, not
giving the food when they are left to work, tell them to steal money from
shops, treat them badly by other relatives (Chiza, 12 years).
I was leaving next to Alinafe, she was an orphan and was taken to be like
a slave in their home of an auntie. She was working from 3.00 am to 7.00
pm everyday without resting. She was denied to go to school and she
committed suicide because of the problems she was facing. So Alinafe
died. (Chifundo, 14 years old).

Tell the participants that one of the major problems of the orphans
is the stigma and discrimination they face from other children at
home, in school and the larger community.

108
Step 6 (15 minutes)
Refer the participants to the list generated of needs of OVC, which should include provision of
clothing, food, shelter, parental care, love and guidance, fellowship, counselling, recreation,
education support, moral and spiritual guidance, and
health care.

Highlight that inadequate provision of these needs makes
children vulnerable and may result into the various
categories of vulnerable children discussed. Tell them
that it is important to encourage parents/family and
guardians to provide for the children so as to avoid them
getting into worse situations for example living on the
street or engaging in labour as this has worse implications
for the child. Discuss the links between the vulnerabilities
and their needs.

Step 7 (45 minutes)
In buzz groups of two, ask participants to discuss types of
care options available for OVC at their communities and
the nature of care they offer. In plenary, discuss the
responses and note them down on a flipchart.

They may include:
Extended family care;
Foster care;
Adoption;
Institutional care;
Community based care.

Step 8 (15 minutes)
End the session by asking participants how they will ensure that OVC are cared and provided for
at their communities.

Inform participants that care at the community level,
particularly with the family members has been found to be the
best form for OVC. This is because, in the community/family,
the children are able to identify with their family and lineage,
protect their inheritance and keep family ties.

Children take multiple
responsibilities after parental
deaths which have negative
implications on their growth and
development
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Session 2: Stigma and discrimination

Purpose
The purpose of this session is to enable participants understand the concept of stigma and its
implications on children.

Objectives
Define the term stigma.
Explain how stigma affects children.
Discuss ways of addressing stigma.

Time required for the session: 3 hours

Resources

Step 1 (10 minutes)
Write the word stigma on the flipchart and ask each participant to write the meaning of the
term on a piece of paper. Ask a few volunteers to share what they have put down; discuss the
responses and note down the key themes noted. Ask the participants to share situations they feel
they have been stigmatised by others.

Step 2 (45 minutes)
Tell the participants that they are going to play a game known as life boat, tell them to gather
round in a circle and that they are going to take the boat at the centre of a circle once the boat
hoots. Explain to them that the boat will carry a specified number of people as announced by the
captain. Thus immediately it arrives and hoots, the captain will announce the number and they
should rush and group themselves into that number. Tell them that those who miss out will be
left by the boat and so are out of the game. They will be asked to sit down. Play the game and
eliminate those who miss out on the boat. Continue with the exercise until there is only one
group left.

At the end of the game, ask those who missed the boat the following questions:
1. What did you like about the game?
2. What was the reaction from the rest of the group when you missed the boat?
F. Note
Stigmatising somebody means isolating or rejecting somebody because of something that
others feel is not likeable, it therefore results in a self-identity.

110
3. How did the behaviour of the rest of the group affect you?
4. How did you feel when you were eliminated from the game?
5. How did what you felt affect you?

Discuss these questions and point out to the learners that when people are isolated, they feel
depressed, rejected, feel sad, lonely, let down and unaccepted among others.

Step 3 (25 minutes)
Ask participants in a brainstorming session the names given to an orphan in their communities.
List the names on the board and discuss the implications of these names on the children. Ask
them to explain how people behave towards orphans in their communities and how orphans react
to the names given to them.

Step 4 (15 minutes)
Ask participants to reflect on orphans in their communities. Ask them how these children are
living, the problems they face and how they are coping.

Discuss the responses and note that orphaned and other vulnerable children are stigmatised by
others in society, particularly when their parents died of HIV/AIDS. Ask the participants to
discuss why this is the case for children whose parents died of HIV/AIDS. Note key points on
flip chart.

Step 5 (30 minutes)
Ask participants to get to their label communities, making reference to the different categories of
vulnerable children, ask participants to discuss reasons making children from those categories of
vulnerable children be stigmatised. Allocate each group to a category and ask them to present
their findings after they finish. The categories include OVC, children living in the streets,
children engaged in labour, children with disabilities, those abused, trafficked and children in
conflict with the law. Discuss the responses and make comments.

End this step by telling the participants that stigmatisation occurs in all settings and is undertaken
by both children and adults knowingly or unknowingly and children should be protected against
it.

F. Note
Names used to refer to orphans are stigmatising. Even the word orphan makes children feel
that there could be something wrong with them and that is why they are different and treated
differently from others. Such words should be discouraged and children treated equally like
all the others and referred to as children of one family in the institutions they live in.

Explain that when orphans are stigmatised, discriminated and
isolated, they feel the same way and this adversely affects their
well-being.

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Step 6 (25 minutes)
Ask the participants in plenary to discus in pairs the consequences of stigma on children. Ask a
few groups to share their results. Discuss and note down the responses. You may ask the
participants to share from their experiences some of the effects of stigmatisation on children and
what they think they can do about it.

Their role may include advocating against the practice, being role models, challenging
stigma, and educating others against discrimination among others.

Step 7 (25 minutes)
Ask the groups to get to their label communities and discuss ways of fighting stigma towards
children from the different vulnerable categories in their community.

In plenary, ask the learners to make their presentations, discuss and make comments

Step 8 (5 minutes)
End the session by asking the participants to share what new thing they have learnt about stigma
and what they will do in their personal capacity to fight stigma of orphaned and vulnerable
children.

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Topic 4: Children living on/in the streets

Purpose
The purpose of this session is to increase participants knowledge and understanding of issues
relating to children living on/in the streets.

Objectives
1. Define children on / in the street.
2. Explain the factors contributing to children living on and in the street.
3. Discuss problems encountered by children of the street.
4. Explain interventions for children of the street.


Resources

Step 1 (15 minutes)
Introduce the session by asking the participants who street children are? Ask them what other
names are given to such children and the implications of these names on children.

Explain to the participants that UNICEF has defined children living on/in the street as follows:
Children living in the street whose immediate concerns are survival and shelter. They
struggle living there and are often abandoned.
Children who remain in contact with their family and come from their homes, but
because of poverty, overcrowding, or sexual or physical abuse within the family will
spend some nights, or most days on the streets. They depend on the street fending for
themselves through undertaking small jobs as car washing, guarding or through begging,
pilfering but come from their homes

Step 2 (15 minutes)
In a brainstorming session ask participants to discuss some of the factors contributing to children
living in/on the street.

You may ask volunteers among the participants to share from their experiences some of the
reasons leading to this situation.
The reasons may include:
Lack of basic needs;
Abuse by relations;
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Sent by parents/guardian for alms;
Lack of parental care and affection;
Peer pressure;
Orphan hood.

Step 3 (25 minutes)
Distribute copies of childrens drawings of children living in/on the street (here in below). Ask
participants to discuss what the pictures depict. Building on their responses, discuss the dangers
faced by children living on the street.

The dangers include substances abuse, alcohol and drug abuse, child abuse of various
forms, are sometimes used by robbers to steal, and may be forced into prostitution and
further exposed to HIV infection.

Pictures of children living on the street

Inform participants that whereas children may run away from home due to some problems, those
faced on the street are sometimes more dangerous than what is being faced at home.

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Step 4 (30 minutes)
Ask participants to go into their label groups and identify and discuss the interventions that can
be undertaken for children living on the street.

In plenary, receive and discuss group reports. Allow for comments and questions.
The interventions could include:
Community awareness on the plight of street children and the dangers that are
faced in living in the street;
Children rehabilitation;
Children reintegration into their families;
Children placement;
Provision of formal education;
Provision of vocational skills training;
Counselling;
Provision of shelter and food and clothing and all other needs such as medical
care;
Providing mental health services to the at risk families living in misery conditions
through:
o Enforcing their parenting skills and family reconciliation;
o Encouraging them to participate in the small economic projects;
Initiating social awareness and establishing solidarity between the different strata
of the society to mobilize private and community support to these children.
Establishing a primary educational system, which can reintegrate drop out
schoolchildren.
Introducing guidance programmes for parents of street children

Step 5 (10 minutes)
End the session by asking the members to each note down what they will undertake
individually to protect children living in the street in their communities.
Tell the participants that it is important for them to identify why
children are on the street and try to address the root causes of
the problems and then find ways of resettling the children back
to their homes or seek alternative suitable arrangements for the
children.
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Topic 5: Children involved in employment

Purpose
The purpose of this session is to increase participants knowledge and understanding of the
situation of children in employment.

Objectives
1. Explain the term child labour.
2. Describe forms of child labour.
3. Outline the causes of child labour in Malawi.
4. Discuss the effects of child labour.
5. Explain strategies for combating child labour.


Resources
Markers, flip chart, masking tape, pens/pencils, writing paper and VIPP Cards

Step 1 (5 minutes)
Introduce the session by writing the term labour on the flipchart/board and ask participants the
meaning of the terms. Receive feedback and make comments. Inform participants that they are
going to discuss child labour. Explain the purpose and objectives of the session.

Step 2 (25 minutes)
Distribute a copy of the childrens pictures of children engaged in employment (see at the end of
this topic). Discuss what the children are doing and how common that is in the participants
communities.

Write the terms child labour and child work on the board. Ask participants to differentiate
between the two terms giving examples of each. Receive feedback, discuss and arrive at a
common understanding.
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Explain to the participants that in most cases, culture determines what is child work and child
labour. However, point out that the work that is hazardous to the development of a child should
be discouraged.

Explain that drawing the line between the work and labour may be difficult but communities
should be educated to differentiate the two.

Step 3 (20 minutes)
To demonstrate the difference between child work and child labour, distribute VIPP cards to the
participants and ask each one of them to note down some of the activities undertaken by children
in their communities. Tell them to pin their responses on the board after they finish.

In plenary, ask for a volunteer to read aloud the responses one by one and ask the participants to
discuss whether the activity is child labour or child work.

Explain to the learners that involving children in light activities in the home helps develop the
child, they learn how to be responsible, they become healthy and fit, learn how to take on various
roles, become dependable and grow up to be responsible persons. However involving them in
activities that deprive them of their rights is what should be fought against.

The activities of child labour may include:
Activities in agricultural labour;
Domestic activities;
Mining and quarrying work;
Work in manufacturing or industry;
Trade and commerce activities;
Forced labour activities;
Recruitment of children in armed conflicts;
Offering of a child for prostitution or pornography;
Children used in criminal activities;
Use of children to gather alms.

Step 4 (20 minutes)
Introduce the concept of worst forms of child labour. Explain to the participants that some
work endangers the lives of children and therefore is hazardous to children.

F. Notes
Child labour refers to work that is hazardous and likely to interfere with the childs
education, or be harmful to the childs health or physical, mental, spiritual, moral or social
development. Childrens participation in family work that does not affect their health and
personal development or interfere with their schooling is generally regarded as positive part
of socialization.
Child work: This is work that involves preparing or training children and is a part of
socialization. It prepares the children for the future and also adulthood.

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Make reference to The Worst Forms of Child Labour Convention (C182), which seeks to
abolish worst forms of child labour for all children. Inform them that, according to ILO, worst
forms of child labour are these that cause irreversible physical or psychological damage or
threaten the childrens lives.

In a brainstorming session, ask participants to name some activities undertaken in their
communities that are hazardous to children and indicate the type of danger the child is exposed
to. Discuss the responses and make comments.

Step 5 (25 minutes)
Divide participants into groups and ask them to discuss the factors that make children engage in
labour activities in their communities. In plenary, receive feedback from groups, discuss and
analyse the causes and make comments. Note them on a flip chart.

Explain to the learners that the factors that cause child labour could be immediate, underlying or
structural. Inform the participants that immediate factors are those that directly lead to their
involvement in child labour, while the underlying factors are the root causes of child labour, and
may actually not be obvious or directly linked to child labour. On the other hand, structural
factors are those that relate to how society is organised to take care of children.

From the list generated above of causes of child labour, ask for a volunteer to read out one by
one and ask the participants to identify the type of causes. Discuss the handout and allow for
questions and comments.

They may include:
F. Note
Hazardous work for children may include: work in underwater, mines, at dangerous heights,
plantations, handling pesticides, harmful chemicals, sharp tools and heavy machinery in
plantations, manual handling or transportation of heavy loads, working during the night,
working in brothels, nightclubs, bottle store and beer hall among others.
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Factors contributing to child labour
Immediate factors Underlying factors

Structural causes

Lack of money to access basic
needs
Increase in prices of basic
needs
Family indebt ness
Household calamities such as
death, illness and other
disasters as fire, crop
failure, e.t.c
Inaccessibility to education
Demand for cheap labour
Lack of adequate resources
for the family to hire labour
Breakdown of extended
family and informal
social protection
structures
Illiteracy among
parents
Cultural expectations
expecting children to
work
Discriminatory
practices (gender,
Poverty
Obligation of the
children to their parents

Low and declining
national income
Adverse terms of trade
Societal calamities wars,
floods, economic crisis,
HIV/AIDS
Insufficient political will
Social exclusion of
marginal groups
Unemployment

Step 6 (25 minutes)
In plenary, ask for volunteers to share their experiences on what they have seen or known
happens to children engaged in labour and exploitative situations. Discuss the responses and
make comments.

They may include:
1. Child labour deprives a child of a proper childhood;
2. Child suffers physical and mental torture;
3. Children become mentally and emotionally mature too fast which is a dangerous
sign;
4. Child labour creates and perpetuates poverty;
5. It condemns the child to a life of unskilled, badly paid work;
6. Ultimately this leads to child labour with each generation of poor children
undercutting wages;
7. Lack of skilled labour force.

Step 7 (25 minutes)
Ask members to get to their label communities and discuss ways in which child
labour/exploitation can be eliminated in the community.

In plenary, ask groups to make presentations, discuss, and ask participants to indicate how they
will be implemented. Note the responses on a flipchart.
They include:
Training and counselling for parents/guardians in income generating skills and
awareness raising activities in communities;
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Direct support in the form of counselling, diagnosis of the causes and having children
supported and withdrawn from the dangerous work environments;
Counselling for parents;
o To avoid overworking children.
o Recognize orphans as children with their rights, show them love.
o Parents to educate children on their property and ensure that children inherit all
their property.
o Send the children to school.
Community;
o Police so that parents engaged in child labour are punished.
o Rebuke neighbours socially when they overwork their children and dont send
them to school.
o Community people take active responsibilities in making sure that adults are the
only ones engaged in work.
Collaboration with partners in combating child labour;
Adopt a holistic approach which takes into account all the causative elements in the
family and providing holistic support;
A public education component on the demerits of child labour;
Awareness raising and enforcement of labour laws.

Step 8 (15 minutes)
End the session by asking each participant to mention what he or she is going to undertake in his
or her communities to stop child labour.
Explain to the participants that all stakeholders have a
responsibility in fighting against child labour, which is right from
the child, family, community, civil society, government. Inform
them that strategies for combating child labour should be holistic
and should focus at the macro and micro levels.

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Pictures on child labour

(Picture by Rafick, 14 years old)
(Picture by Matewere, 15 years old)

(Picture by Feli, 14 years old)

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Topic 6: Children with disabilities

Purpose
The purpose of this topic is to explore challenges facing children with disabilities and how they
can be addressed.

Objectives
1. Define the term disabilities.
2. Describe the causes of disabilities.
3. Examine the effects of common child hood diseases.
4. Discuss challenges faced by children with disabilities.
5. Discuss interventions in disability situations.


Resources

Step 1 (5 minutes)
Write the word disability on the flip chart/board. In a brainstorming session, ask the participants
the meaning of the term disability. Allow some responses, analyse them and agree on a
satisfactory definition.

Step 2 (10 minutes)
Distribute copies of childrens drawings on disabilities (see next page). Ask participants to
discuss the pictures and discuss the types of disabilities shown in the pictures. Building on that,
ask participants to discuss other types of disabilities and how common they are in their
communities.
The types of disabilities include:
Physical disabilities;
Visual impairment;
Hearing and speech impairment;
Learning and intellectual disabilities.

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Children with disabilities

(Picture by Nkwazi, 13 years old).

(Picture by Mwale, 14 years old)

(Picture by Linda, 11 years old)
(Picture by Puma, 9 years, old)

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Step 2 (25 minutes)
Ask participants to get to their label communities and discuss the causes of disabilities in their
communities. Ask them to look into issues of beliefs (cultural and religious) that are associated
to disabilities.

In plenary, receive group presentations. Ask for a volunteer to note down the responses on the
flipchart. Allow the participants to share from their experiences on what communities believe
about disabilities and how they react to disabilities within the community or family.

Discus and analyse the responses, pointing out to the participants that beliefs associated to
disabilities are often unfounded and adversely affect disabled children further making them more
vulnerable.

Step 3 (25 minutes)
In plenary, ask participants to reflect and mention cultural practices that relate to children with
disabilities. Discus ways in which these beliefs can be countered at the community level.
Further, ask participants to discuss strategies they will employ to implement the suggestions
made.

Step 4 (15 minutes)
In a brainstorming session, ask the participants to mention the common childhood diseases in
Malawi. List them on a flip chart. Discuss and analyse the disabilities associated to those
illnesses.
They include:
Polio affects and disables the limbs
Measles Causes blindness
Measles Affects the spine and leads to hunch back
Other childhood illnesses i.e. whooping cough, hepatitis and tuberculosis do not
maim but kill if not properly attended to.

Step 5 (25 minutes)
Tell the participants that they are going to stage a role-play on Life as a disabled child. Ask for
volunteers to prepare and present the role-play.

In plenary, discuss the play using the following questions:
What was the role-play about?
What was the type of disability?
What are other forms of disabilities do you know?
What challenges was the disabled child facing
What other challenges do they face in the community?

Ask participants to share experiences from their professional knowledge or what they have seen
in their communities. Discuss the challenges in depth and list the points on a flipchart, make
comments.
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They should include stigma, isolation, rejection, and exclusion among others.

Step 6 (10 minutes)
Ask the participants to share experiences on some of the beliefs associated to peoples behaviour
towards the children with disabilities. Demystify these beliefs in a discussion and tell the
participants that this is one of the challenges they will face in the community and will seek ways
of addressing them.

Step 7 (20 minutes)
Tell the participants that they are going to play a lifeboat game. Tell them to imagine that they
are on Lake Malawi and that they have to cross over to the other side. Tell them that there are
two boats and that at any one time they take only three people across. Tell the participants that
the fuel in the motorboat is running out and the boats will only take a few trips. Explain to the
participants that after the fuel runs out, that will be it and so it is upon them to get to the boat the
fastest it arrives. Tell the participants that once the boat arrives it will hoot for the people to get
in and then it leaves immediately. They therefore have to be ready and alert.

Ask the participants to get enough space and tell them that once you make an agreed certain
sound, they should try and form a group of 3 people. Those who miss out on a group will be
disqualified and will sit down. This will continue until there will be only groups of three.

After the game is over, ask the participants to sit round in circle and discuss using the following
guides and note the responses on the board.
Ask those who managed up to the end how they felt
Ask those who missed to form a group of three how they felt
Ask them how they felt when they were asked to sit down

F. Notes
It feels bad, lonely and isolated when people are left out of the main group or arena of
activities. This is how children with disabilities feel when they are discriminated upon or
when they are not provided for so that they get an opportunity to participate like other
children. What these children need is to be recognised, their needs catered for and they will
be able to participate in all activities like other children. They therefore need inclusion and
not exclusion.

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Step 7 (25 minutes)
Ask the members to visit their label communities and discuss
measures that can be undertaken to improve the welfare of
children with disabilities. Tell them to note down their
responses in a flip chart.

In plenary, ask participants to report. Discuss and analyse the
responses and make comments. Identify the practical measures
that can be undertaken and ask participants to discuss how they
can be implemented.

Step 8 (15 minutes)
In a brainstorming session, ask the participants to name some of the institutions responsible for
children with disabilities. Discus them and list the institutions on a flip chart.

Ask the participants the roles of each institution and list down these roles. Explain to the
participants that different institutions have different roles and each one of them is responsible in
its own way. Encourage them to network with these institutions.

Step 9 (10 minutes)
In plenary, Tell the participants that that the session has come to an end. Ask the participants to
sit round in a circle and give a few remarks. Ask each participant to mention what he or she is
going to do in the community to protect children with disabilities.

Tell the participants that they need to be understanding when
addressing disabled children. They also need to be very patient,
supportive and encouraging. They need to identify the form of
disability and network with other stakeholders that can provide
assistance.

Chioldren with disabilities. Opportunities like all
other children they need inclusion not
exclusion
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UNIT 4: EARLY CHILDHOOD AND DEVELOPMENT

Purpose
The purpose of this unit is to introduce participants to early childhood and development (ECD).
The session will expose participants to the importance of ECD, and how ECD has evolved. The
session will also focus on the principles as well as the challenges faced in ECD.

Objectives
By the end of this unit, participants will be able to:
1. Explain what is meant by the concept early childhood care and development.
2. Explain the importance of ECD.
3. Describe the principles of ECD.
4. Describe the steps for establishing an ECD centre.
5. Discuss the challenges faced in ECD.

Time required for the unit: 2 Hours 15 minutes

Resources
Markers, flip chart, masking tape, pens/pencils, writing paper

Step 1 (20 minutes)
Introduce the concept of early childhood care and development. Write down on the flip chart the
terms early childhood and development. Ask participants to state what is meant by each
term. Establish a common definition for each term.

Then explain the concept early childhood care and development.
F. Notes
Early childhood
The period of a child's life from conception to age eight and the recognition of childrens
need for attention to their health and nutrition, evolving emotional and social abilities and
minds.
Development
The process of change in which the child comes to master more and more complex levels of
moving, thinking, feeling and interacting with people and objects in the environment.

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Clean environment with adequate supply of
clean water enhances good quality of life of
children.

Step 2 (20 minutes)
In buzz groups, ask participants to discuss the importance of ECD in their communities. Receive
feedback, discuss and record key points on the flip chart
They include:
Socialization of children;
Provides care to children;
Provides a stimulating environment for childrens growth;
Provides an environment for parents participation on child development and
growth.

Wind up this step by highlighting that, children as the seed for future society need protection.
They also need to be nurtured so as to thrive in a manner that they will eventually be productive
members of society.

Step 3 (25 minutes)
In a plenary presentation, list down and explain the principles of ECD.

Explain that they include:
Multi sectoral approach and collaboration Which advocates holistic
development of a child including nutrition, nurturance and physical activity.
Community involvement and participation whereby the community should be
involved and participates in the activities of
an ECD

Focus on the importance of children participating in the
activities geared to ECD as well as the fact that ECD
activities should be integrated so as to stimulate holistic
development during childhood. Thus as good nutrition is
important, state that nurturance and physical activity as
well as instruction are also important. Indicate the value of
children growing up within family and community contexts
as important for social and emotional development of
children.

Step 4 (30 minutes)
Explain to the participants that there are procedures to be
followed when establishing an ECD centre. Ask
participants to share their experiences on how the ECD

Early Childhood Care and Development (ECD) refers to:
Both what is happening within the child, as well as to the care that the child requires in
order to thrive.

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centres are set up. Receive feedback and discuss highlighting the procedure. Note the key steps
on the flipchart.

They include:
Registration;
Obtain licence from appropriate District/Town/City Assembly;
Recruiting caregivers;
Setting up an ECD committee;
Establish facilities for the ECD;
Provision of required services such as meals and under 5 health services;
Maintaining records and standards.

Step 5 (25 minutes)
Ask participants in groups of three, to reflect
and discuss the challenges faced in ECD in their
communities. They should also identify and
suggest solutions to these challenges. Their
responses should be recorded on flip charts,
which they will use to report to the rest of the
participants.

Receive responses on challenges and then
responses on suggested solutions. Discuss,
synthesise the responses and make comments

Step 6 (15 minutes)
End the unit by asking participants how they can use the knowledge gained to enhance child
protection in their communities.
Some challenges to ECD
Harmful cultural practices
Inadequate economic capacities of countries leading to
o Humanitarian crisis
o Unsanitary conditions
o Poor nutrition
o Poverty
o HIV/AIDS
Inadequate ECD skills for operations of ECD centres particularly in rural areas

An ECD Centre providing good nurturance
for children
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UNIT 6: INTRODUCTION TO SOCIAL WORK

Introduction
The purpose of this session is to introduce participants to social work. The session will focus on
principles, values and methods of social workers in child protection. The unit will cover the
following topics:
1. Introduction to social work 1 Hour 40 Minutes
2. Social work methods 2 Hours 30 Minutes
3. Field activity 8 Hours


Resources

Prepare VIPP cards for the participants
Prepare for field work
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UNIT 5: INTRODUCTION TO SOCIAL WORK

Introduction
This unit will be covered in three sessions. The first session will introduce participants to the
discipline of social work, its values and principles. The second session will focus on the methods
used by social workers, while the third session will be a field activity on application of social
work methods.

Session 1: Introduction to social work

Purpose
The purpose of this session is to introduce participants to social work and its importance in child
protection

Objectives
1. Explain what is meant by social work.
2. Describe the purpose of social work.
3. Discuss the values of social work.
4. Discuss the roles of social workers in child protection.
5. Explain the values of social work.


Resources required

Step 1 (10 minutes)
Ask volunteers from among the participants to state what is meant by social work. Note the
themes emerging from their comments on the flip chart discuss and then establish what social
work is by giving the definition.

F. Note
Social work is a professional service that helps people to solve problems they face in their
productive and satisfactory living.

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Underscore the fact that the aim of social work is to help people cope with problems of
adjustment in their social environment and the world in which they live. These are the problems
that frequently stand in their way of productive and satisfying lives.

Step 2 (15 minutes)
Ask participants to mention some of the problems children in communities are facing, and then
use these to explain why social work has become an important area in addressing these
dysfunctions and enhancing child protection.

Step 3 (25 minutes)
List down on the flip chart and discuss the main purpose of social work. Encourage participants
to share related experiences.

Stress the purpose of social work as
Restoration of impaired capacity for social functioning, by enhancing problem solving,
coping and developmental capacities of people
Provision of individual and social resources and services so as to
Prevention of social dysfunction
To link people with systems that provide them with services and opportunities

Step 4 (25 minutes)
Ask participants to sit down in a circle and discuss the question, When assisting individuals in
need in their communities, what are the guiding considerations? Note down the main points on
a flip chart.

Discuss and synthesize the points they raise as you highlight the values/assumptions of social
work.
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Step 5 (25 minutes)
End the session by asking participants to discuss their roles as social workers in child protection .

F. Note
Main values/assumptions of social work
1. The value and worth of the person is important
2. Individuals and society are interdependent upon each other and have a social
responsibility for one another
3. While unique and different, each person has needs in common with all others
4. The individual has personal, family and community problems resulting from
interaction with others
5. Something can be done to alleviate these problems and enrich the individuals live
6. When an individual is unable to function, society has a responsibility to remove the
obstacles that prevent achievement
7. The individual has to be brought around to self determine that they have a problem so
as to benefit from help
Social work values include:
1. Human dignity everybody has individual worth
2. All human beings have a potential for good and an ability to work for the good of
others
3. Human beings have a capacity to change if motivated
4. Social justice each one in society should benefit from available resources and
services
5. The needy and disadvantaged are the concerns of all members of society

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Session 2: Social work methods

Purpose
The purpose of this session is to introduce participants to the methods of social work.

Objectives
1. Define the terms social case work, social group work and community work
2. Explain aims of social case work, social group work and community work
3. Discuss principles of social case work, social group work and community work
4. Discuss the steps involved in group work.


Resources

Step 1 (25 minutes)
Building on the last session on social work, ask participants what they remember on social work.
Receive feedback and discuss.

Write the terms casework, group work and community work on the flip chart. Inform the
participants that these are the three main methods used by social workers. Ask participants what
they know about these methods. Receive comments, discuss and then summarise by highlighting
what is involved in each method.

Casework
Deals with problems of the individual in a one to one relationship, it may also involve family
members and the environment, thus the wider society.
Group work
Deals with problems of an individuals adjustment and development through
relationships/interaction with others in the group.
Community work
Is about working with people in their communities, to identify and solve problems that affect
them.

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Highlight that social work methods generally move through three steps/phases.
1. Beginning phase - gathering data to assess the situation and set objectives.
2. Middle phase - enabling the client to reach solutions to their problems.
3. Ending phase - discontinuing of social worker-client relationship.

Step 2 (15 minutes)
Write the title casework on the flip chart. Ask the participants to recall the definition of
casework and to mention some of the aims inherent in casework. Receive comments, discuss
and note key points on flip chart.

Step 3 (15 minutes)
In a brainstorming session, ask participants to state, How they would like to be treated if they
had a problem and somebody was trying to assist them. Receive feedback, discuss and note key
points on a flip chart. Mention to the participants that what they have been mentioning are
otherwise the principles of casework.

Highlight some of the principles including:
Individualisation- where each client is treated as a unique being with rights to be treated
as an individual;
Purposeful expression of feelings- the client needs to express their feelings freely as the
caseworker listens in a non-judgemental way. This way the client releases pressure, the
problem is understood and he/she receives psychosocial support;
Controlled emotional involvement while the caseworker is sensitive to the clients
feelings, she/he give appropriate response without unduly portraying any emotions;
Acceptance- caseworker has a positive attitude to the client;
Clients self determination recognition that it is the client who has to make a decision
and action about the problem;
Confidentiality preservation of clients secret information.

Step 4 (30 minutes)
Inform participants that they are going to discuss a few issues about groups and so they should
get into groups and discuss the following questions:
Why is it important to work in groups?
What are important considerations for making group functions successful?

Ask groups to put down their group reports on flip chart. Receive feedback, discuss and make
comments

F. Note:
Aims of casework
Remedial alleviating the suffering in the immediate and short term
Curative seeking to provide long term solution to a problem
Preventive preventing suffering and development of problems
Rehabilitative bringing back or reintegrating the individual in society
Social action enlightening society that there is a problem that requires action

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Building on their presentations, explain the:
Purpose of group work, namely, to accomplish tasks, satisfy individual needs as well as
enhance communal life including citizenship and national development
Key issues in groups
o Relationships are of great importance for satisfying individual and group needs.
Individuals change within groups
o Agency the client has to understand his/her role and that of the agency in
supporting the group
o Group reality- the social worker has to help the group come to terms with their
reality so as to be able to deal with their problems realistically
o Balance the social worker has to help attainment of balance within the group
o Sensitivity group worker must be sensitive to the issues that are critical to the
group

Step 5 (30 minutes)
In plenary, highlight to the participants the steps in group work. Explain that these are deliberate
steps taken to achieve full development of a given interacting group. Write each step on the flip
chart as you explain.

1 Relationship
Members learn about one another and their expectations. The social worker as she/he
meets the group for first time should have genuine concern for the group and its
members.
2 - Function
The social worker gets a clear understanding of the agencys function
3 Group reality
Helping members see the reality and the members expectations

4 - Attaining Balance
Realize balance in the group always
5 Feeling and its use
Be sensitive to the groups feelings
6- Making a beginning
Allowing the group time to express their fears and hopes and build relationships
7 Getting to know the group
Know each group member
8 Keeping in step with the group
Being sensitive to the groups needs
9 - Group interaction
Encourage group interactions and
10 Winding up
Preparing group for departure of social worker so that it does not collapse or
individuals left emotionally distressed , so the social worker should

Step 6 (25 minutes)
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Ask participants to go to their groups and discuss what role a social worker can play in a
community to enhance child protection. Let the groups record their reports on flip charts and pin
them on the wall. Ask participants to take a gallery walk and read what the other groups have
written.

When they are finished, ask for questions and comments. Point out the key issues arising and
then highlight the role of a social worker in a community.

Step 7 (10 minutes)
Wind up the session by asking learners to quickly mention how they will apply this information
on social work in child protection.
Role of a social worker in community work
Teacher build the capacity of the people
Catalyst stimulate action in others
Facilitator make the community come together and work towards desirable
goals
Link relate to the community; network with other stakeholders and agencies
addressing needs of the community
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Session 3: Field activity on application of social work methods

Purpose
The purpose of this session is to give participants an opportunity to gain practical knowledge and
skills through application of social casework, social group work and community work methods.

Objectives
At the end of the session, the participants will be able to:
1. Apply the three social work methods (social casework, social group work and community
work methods) in a practical setting.


Resources
Pens/pencils and writing paper

Organize field trips to the communities nearby. Depending on the number of participants, divide
them into groups of three or two to visit different people in the community.

Brief participants the evening before about the field visit so that they prepare for the exercise. If
possible, plan for a facilitator to accompany each group of participants.

Step 1 (5 minutes)
Explain to the participants that they will be going on a field activity to the community. The
purpose is to give them an opportunity to undertake a fieldwork activity in application of social
work methods. Remind the participants the methods of social work.

Step 2 (5 Hours)
Divide the participants into groups. Inform them that they are going to prepare plans for their
fieldwork activity. Explain to the participants that their plans should include the following
activities. Discuss the activities and allow for questions and answers. The activities include
Choice of social work method
Entry into the community
Identification of the target group
Introduction of yourselves and the purpose of the visit (indicate purpose of
discussion)
Ice breaking (How do you warm up people for a discussion)
Introduction of the issue (indicate the issues for discussions)
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Discussions (What will be discussed, the methods to be used)
Winding up of the discussions (How will they wind up the discussion)

Ask the participants to prepare their plans in the groups already assigned, discuss the plans and
give feedback. Inform the participants to note down their observations for discussion. The notes
should include comments on the process, the achievements, challenges and general experiences
of the exercise.

Instruct the participants to leave and find their target groups and undertake the exercise within
the next 5 hours.

Step 3 (3 Hours)
Ask participants to present and share their experiences of the exercise. Discuss the experiences,
the challenges and lessons learnt from the exercises. Allow time for questions and comments and
provide feedback.

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UNIT 6: ROLES AND RESPONSIBILITIES OF DUTY BEARERS

Introduction
This unit will explore the duties and responsibilities of duty bearers in child protection. This will
include examining the roles of the government and state, the community, NGO/CBO/FBO and
the family. The unit will cover the following topics:

The role of government in child protection 2 Hours 45 Minutes
Role of District Assemblies 2 Hours
Role of NGO/CBO/FBO in child protection 1 Hour 45 Minutes
Role of the community 2 Hour 30 Minutes
Role of the family 2 Hours

Time required for the unit: 11 Hours

Resources
Markers, flip chart, masking tape, pens/pencils, VIPP cards and writing paper

Prepare enough VIPP cards for the participants

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Topic 1: Government and the state

Purpose
The purpose of this topic is to help participants understand the role of government in child
protection.

Objectives
At the end of the topic, the participants will be able to:
2. Describe the three organs/arms of government
3. Discuss the key policies and legislation on child protection
4. Explain roles of key government agencies on child protection

Time required for the session: 2hrs 45 minutes

Resources
Markers, flip chart, masking tape, pens/pencils and writing paper,

Step 1 (20 minutes)
Write the terms government and state on the flip chart. Ask participants to explain the
difference between the terms. Building on their responses, explain the salient differences
between the two terms. Note that:

The state is the political organisation unit, which is comprised of the people, territory,
government and the sovereign authority of the people.

Government is the machinery through which the state operates, to exercise and protect
the sovereignty of the people, government and territory. Stress that for smooth
functioning of government, there are three branches namely;

The Legislature (Parliament) whose duty is to make laws and check on the actions
and functioning of the executive and judiciary. The other primary duty is
representation of the people.
The Executive the presidency and the civil service. Their duty is policymaking and
proposing laws for enactment by parliament for the orderly management of the affairs
of the state. It is also the duty of the executive to enforce laws.

To meet the various responsibilities, the government functions through specialised
ministries and organisations.
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Ask the participants to identify the various ministries and their mandate zeroing
in on the line ministries that protect children

The judiciary Its main duties are to resolve disputes, to interpret and protect laws as
well as to enforce the constitutional order that governs the state

Step 2 (30 minutes)
Remind the participants what the constitution of Malawi and other child rights instruments state
with regard to child protection. Circulate the documents for reference and ask participants to go
through them and identify the roles mentioned stipulated for government and state.

Discuss the roles and note them on a flipchart/board. Ask participants to share their experiences
on what they have seen the government/state undertake in their communities in child protection.
Allow for questions and comments.

Step 3 (30 minutes)
Building on the discussion above, ask participants to name some of the key policies and
legislation in child protection in Malawi. List them on a flipchart and discuss each one of them.
They include:
National Policy on orphans and vulnerable children;
Early childhood care and development policy;
The gender policy;
HIV/AIDS policy;
Policy for disabled persons;
National code of conduct for child labour.

F. Notes
Some roles of government in child protection include:
Policy making;
Origination of appropriate legislation;
Establishment of institutional mechanisms for child protection;
Mobilisation of resources to meet childrens needs;
Enforcement of child protection policies and laws;
Adoption and ratification of international instruments on child protection;
Advocacy for child protection;
Coordination of partners;
Monitor the situation of child protection .
Point out to the participants that the Childrens Act is in
the process of development and once finalized, it will
provide in addressing issues of child protection.

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Step 4 (30 minutes)
In a brainstorming ask participants to identify the various government agencies (ministries and
departments, institutions, commissions) involved in working with children. List them on a flip
chart.

Ask participants to get back to their groups and:
1. Identify and discuss the roles played by the different agencies with respect to
children.
2. Identify the gaps in their roles

In plenary, ask participants to make their presentations. Discuss and analyse the responses and
make comments. Paste the flip charts on the wall.

Step 5 (25 minutes)
F. Notes
MOGCW&CS
Provide policy frameworks on early childhood care and development and orphans and
other vulnerable children
Monitor implementation of children programmes amongst stakeholders
Assist needy children with school fees for example
Ministry of Justice
Administrative on juvenile justice
Reinforcement of childs rights
Ministry of Home Affairs
Reporting cases of child abuse and exploitation
Arresting and prosecuting law breakers
Protect and accompany service providers
Provide investigative role
Ministry of Health
Provide health services to children under five
Rehabilitation of nutritional units
Provide PMTCT and VCT services
Ante natal clinics
Ministry of Education
Provide school feeding programme
Provide education
Ministry of Labour and Vocational Training
Provide vocational training to the youth
Policy division on elimination of child labour
Human Rights Commission
Protection and upholding childrens rights
Advocacy on child rights
Investigation on child abuse
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In brainstorming session, ask participants to reflect on the presentations on the wall, and
focussing on the gaps, suggest ways of addressing the gaps. Receive feedback, discuss and make
comments.

Step 6 (20 minutes)
In plenary, invite participants to reflect and respond to the question, How can the role of
government in child protection be enhanced. Discuss and record the key points.

Step 7 (10 minutes)
End this topic by asking each participant to indicate how he or she will network with government
to protect children within their communities.

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Topic 2: Role of District Assemblies in child protection

Purpose
This topic will examine the role of district assemblies in child protection

Objectives
At the end of this topic, participants will be able to:
1. Explain what district assemblies are
2. Describe the functions of district assemblies
3. Explain the role of district assemblies in child protection
4. Discuss how district assemblies can be made more effective in child protection


Resources required

Step 1 (25 minutes)
Write the terms district assembly on the flip chart. Ask learners to discuss and explain what
district assemblies are and what their composition is.

F. Notes
Inform participants that district assemblies:
1. Are creations of central government;
2. Have no revenue raising power;
3. Have no legal mandate;
4. Depend on government and donor support.
Added that they are composed of:
1. A chair, elected by members of assembly;
2. District Commissioner is secretary;
3. All members of parliament are ex-official members;
4. Elected councillors;
5. Chiefs as ex-official;
6. NGO representatives;
7. Government department representative.
Explain the District Assembly set-up:
1. Village development committee;
2. Area development committee;
3. Membership.

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Step 2 (25 minutes)
Explain to the participants that decentralization transfers powers to local authorities and this
ensures the welfare of the people. This boosts the self-government of the communities and
further enables people to make decisions and therefore influence the nature of their society.

Inform the participants that through this decentralization, the district assemblies have
responsibilities in decision making at the lower level autonomies and this gives opportunity to
people to influence decisions that affect them.

Explain the functions of the District Assembly to the participants and allow for questions and
comments. Ask participants to share their experiences on what they have seen District assemblies
do in their communities.

Step 3 (30 minutes)
Divide the participants into groups of five to six, Ask them to identify and discuss the role of
district assemblies in child protection in Malawi.

Allow each group to report and receive feedback from the other groups and then allow
discussion.

Step 4 (25 minutes)
In plenary, ask participants to discuss and recommend how the role of district assemblies in child
protection can be enhanced. Record the suggestions on a flip chart.

Step 5 (15 minutes)
Conclude by asking participants to state how they will work with district assemblies to enhance
child protection.
F. Notes
Some roles district assemblies can play in child protection
Deliberate on local level issues affecting children and communities in general
Mobilise community support for child protection
Provide basic services
Planning and implementation of projects
Make by-laws
Lobby central government for policy and fiscal support for child protection
F. Notes
The functions of District Assemblies
Policy, decision making and development at the district level
District development planning
Resource mobilization for development
Promotion of local democratic institutions and democratic participation
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Topic 3: The role of NGOS/FBOS/CBOS in child protection

Purpose
The purpose of this topic is to help participants understand the roles of NGOs/CBOs/FBOs in
child protection.

Objectives
1. Define the terms NGO/CBO/FBO in child protection
2. Discuss key areas/services for child protection
3. Explain the role of NGO/FBO/CBO


Resources required

Step 1 (15 minutes)
Write the terms non-governmental organisation, community based organisation and faith-based
organisation on the flip chart.

Ask participants to give examples of each category and what roles they play in child protection.

Step 2 (45 minutes)
In plenary, ask the participants to name organizations in their communities and discuss the type
of work they do in child protection. Divide the participants into three groups. Assign each group
one of the three categories, NGO, CBO, FBO.
F. Notes
Non-Governmental organisation (NGO) - is an organisation formed for public benefit
purposes and registered under the Non Government Organisation Act (Act No. 3 of 2001).
Community Based organisation an organisation formed by a group of people in a
particular community and recognised by authorities and the community to address an
issue of common interest in that particular community
Faith based organisation is an organisation formed by a recognised faith group ,e.g.
Christians, Muslims, in a particular area and recognised by the local community to
address an issue of community interest

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Ask the groups to:
1. Identify and discuss the role of the assigned category of organisation in child protection
in Malawi.
2. Identify the challenges faced by the organizations in child protection
3. Suggest ways of overcoming the identified challenges.

Allow each group to report and receive feedback from the other groups. Make comments and
record key points on flip chart.

Step 3 (30 minutes)
In plenary, ask participants to state which organisations they can network with for child
protection. Receive feedback, note down key points on flip chart.

Step 4 (15 minutes)
Wind up this topic by asking participants to mention how they are going to engage themselves
with these agencies in child protection.

F. Notes
Roles of NGOs/CBOs
Monitor and take action on child protection issues.
Mobilise resources for child protection activities.
Establishment of childrens corners.
Advocate on childrens rights.
Provide care and support to needy children care.
Link individuals and communities to support networks.
Strengthen community coping mechanisms.
Empower families and communities economically.
Create coordination and collaboration networks on OVC.
Roles of FBOs
Provide psycho social support.
Provide spiritual guidance.
Initiate community care activities for children.
Provide relief assistance to OVC.
Sensitise people on orphan care.
Undertake destigmatization campaigns.

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Topic 4: Role of the community in child protection

Purpose
The purpose of this topic is to enable participants have a great understanding of the role of the
community in child protection.

Objectives
1. Define the term community
2. Explain the role of the community in child protection


Resources required

Step 1 (15 minutes)
Write the terms community on the flip chart. Ask participants to explain what a community
means

Step 2 (30 minutes)
Building on the discussion from above, explain to the participants that the community has a very
important role to play in providing social support systems and therefore a cushion for children. In
a brainstorming session, ask participants to identify and discuss the role of the community in
child protection in Malawi.

F. Notes
A community is made of the people (men and women, girls and boys), the territory, shared
culture, and interaction networks as people meet their needs. Within the community there
are also structures that safeguard community interests. These include school committees,
village development committees, community leadership etc.

149
Step 3 (30 minutes)
Introduce the various structures in the community, ask participants to mention some of these
structures at the community level. List the structures and discuss the roles of each of these
structures in child protection.
The structures include:
Village development committees;
Area development committees;
School committees;
Village health committees;
Social welfare groups.

Emphasize to the participants that it is the role of the child protection worker to identify these
community structures, sensitise them on child protection issues and look for ways of
mainstreaming child protection into their activities. Tell them these individuals undertake various
roles as stipulated in the groups main aim for the enhancement of the child protection issues.

Allow participants to share their experiences from their communities how these support groups
are formed, how they work and some of the challenges they face. Allow discussions and make
comments.

Step 4 (45 minutes)
Ask participants by a show of hands who has been involved in a community group or activity.
Ask them to share their experiences on how they were involved into the community support
group and how the support group was formed.

Building on their experiences, explain to the participants the conditions of establishment of a
community-based organization. Allow for questions and comments. List the conditions on a
flipchart/board.

F. Notes
Roles of community.
Provide care and support to needy children care.
Guardian of child interests and rights.
Mobilise resources for child protection activities.
Provision of normative framework.
Advocate on childrens rights.
Establish support groups.
Organize community care activities.
Strengthen family support systems.
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Step 5 (20 minutes)
In a brainstorming session, ask participants to state how community can enhance child
protection. Ask them to point out some initiatives of child protection that can be developed in the
current existing groups.

Receive feedback, discuss and note key points on flip chart.
They may include: education support, advocacy programmes, counselling and
psychosocial support, social security and protection, life skills and vocational training

Step 6 (10 minutes)
Conclude by asking participants to state what new knowledge they have gained about
community involvement in child protection.

Conditions for the establishment of a CBO
Have a name.
Be a group of people with a common interest and goal.
Have identified a specific area of focus.
Are supported and working with the community.
Willing to serve the community.
Develop a constitution.
Have a trustees declaration.
Be registered.

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Topic 5: Role of the family in child protection

Purpose
The purpose of this topic is to enable participants understand the different types of families and
their role in child protection

Objectives:
By the end of this topic, participants will be able to:
1. Define the term family.
3. Discuss the various family types in Malawi.
4. Explain the functions of a family.
5. Explain the role families can play in child protection.


Resources
Markers, Flip chart, masking tape, pens/pencils and writing paper

Step 1 (10 minutes)
Introduce the topic family and ask participants what the term means. Receive feedback,
discuss and arrive at a common understanding of the term.

Step 2 (20 minutes)
Ask the participants, in buzz groups to identify the various types of families in their community.
Receive and synthesize the responses from each group. Seek to establish agreement on the
various types of families identified and list them on a flipchart

A Family
A family is a basic unit of the society and it provides the society with new members and nurtures
them for continuity.

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Step 3 (45 minutes)
Write the title functions of families on the flip chart. Inform the participants this topic will be
discussed through group work. Divide the participants into groups of five. Assign space in the
room for each group. Ask them to go into their assigned place and identify and discuss the
functions of families. Ask the participants to write their responses on flip charts for ease of
reporting. Allow time for each group to report and receive comments from the rest of the
participants.

F. Notes
Types of families:
1) Nuclear family: A conjugal unit (husband and wife and their children residing in a
neolocal settlement. The children may be fostered/adopted or from previous
marriages. The family may share residence with non-related person like workers.
2) Extended family is composed of husband and wife, their siblings including other
relatives from either of the spouses.
3) Monogamous family: Where a husband marries one wife.
4) Polygamous Family: where there are more than one spouse.
5) Single Parent family: Where mother and children or father and children are staying
without the other spouse due to death, divorce or abandonment.
6) Child headed family: Where children are staying on their own without an elder
person due to death of parents/abandonment.
Patterns of family settlement
(a) Patrilocal: The couple lives at the husbands place.
(b) Matrilocal: The couple lives at the wifes place.
(c) Neolocal: The couple lives at neutral place.

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Step 4 (15 minutes)
Explain to the participants that conflicts at the family level affect children adversely. These
conflicts affect children in that families may break up thereby rendering children homeless.
Conflicts and other misunderstandings may also create an environment, which is not conducive
for healthy development of children. Further more inform the participants that conflicts may
result into children being withdrawn, loose self-esteem, run away from home, become rebellious
and violent among others.

In plenary, ask participants to identify and discuss some of the sources of conflicts within
families in their communities. Discuss and list the responses on a flip chart.

They include:
o Poor relationships between the parents;
o Mistrust;
o Infidelity;
o Alcohol and drug abuse;
o Limited resources at family level.

F. Notes
Functions of the family
As a basic unit of the society, the family fulfils several roles and functions.
a) Sexual access/Procreation.
It legitimises sexual relations and the children, which result in procreation). The family
ensures continuity of the society.
b) Socialization.
It is a primary socialization agent for its new member. Through the family new members are
introduced to norms, beliefs, values and customs, which later guide and pattern the future
behaviour of individuals.
c) Economic Function.
It is source of resources to care for children who need care for long time before a person can
fend for itself. These include provision for food, clothing, shelter, education.
d) Social Security.
The family assists its members to cope with misfortunes of life or illness etc of family
members.
e) Emotional/Psychological Security.
- The need to love and be loved is important for the emotional development of every
person.
- The members of the family reinforce the feeling that one belongs to a group
who shares joy and sorrow.
- This reduces psychological strain in the mind and it reduces the
state of helpless in time of problems.

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Step 5 (15 minutes)
Pose the question, how can the role of families in child protection be enhanced. Moderate a
plenary discussion on this question. Write down the responses on the flip chart.

Step 6 (15 minutes)
Wind up the session by telling participants that the family is the primary duty bearer in child
protection. Allow for questions and comments.

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UNIT 7: PROJECT DESIGN AND MANAGEMENT

Introduction
The purpose of this unit is to introduce participants to the concept and process of project design
and management. The unit will expose participants to the project cycle process, starting from
project identification, planning, implementation, impact and monitoring and evaluation. The unit
will cover the following topics:

1. Community assessment 2 Hours 20 Minutes
2. Data collection 2 Hours
3. Project proposal development 4 Hours
4. Project design and management 3 Hours
5. Report writing 2 Hours


Resources

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Topic 1: Community Assessment

Purpose
The purpose of this topic is to introduce participants to the concept and process of community
assessment and its importance in designing projects for child protection.

Objectives
1. Define the term community assessment.
2. Identity the importance of community assessment.
3. Explain points to consider when undertaking a community assessment.
4. Discuss the SWOT analysis as a tool of community assessment.


Resources:
Markers, flip chart, masking tape, pens/pencils and writing paper,

Step 1 (15 minutes)
Start by asking participants their views about what is meant by community assessment. Record
their responses on a flip chart. Use these responses as your entry point to introduce the topic and
explain the meaning of community assessment.

Step 2 (15 minutes)
Now that the participants understand what community assessment is all about, ask them why it is
necessary to do a community assessment. Using their responses as an entry point, lead the
discussion to highlight that
Community assessment is a prerequisite for a community development worker
F. Notes
Community assessment.
This is a process of describing and understanding a community in terms of its needs,
capacity and challenges to its development. A community assessment is done to understand
the community well enough such that projects that are designed are appropriate and
desirable. Unlike a needs assessment, a community assessment includes and pays particular
attention to a communitys resources.

157
It helps illuminate the community context with regard to needs, resource base,
opportunities for development as well as the challenges.
It facilitates community ownership of the process and outcomes when it is conducted in a
participatory manner.

Step 3 (10 minutes)
Briefly highlight the critical considerations while undertaking a community assessment, namely,
1. The motive, that is, the purpose for doing the assessment
2. The determination of the kind of information required. These will have a bearing on
how the community assessment unfolds and its outcomes.
3. The resources available for the assessment

Step 4 (45 minutes)
Introduce participants to the SWOT analysis tool. On the flip chart, write down the four words,
strengths, weaknesses, opportunities and threats. Then explain what each means and the kind of
data to be generated under each category.

Further highlight that it is very important to undertake a SWOT analysis when designing projects
in child protection. This will illuminate the opportunities and strengths in a community that can
F. Notes
The SWOT analysis generates four sets of data:
Strengths
Those things that have worked in the community. It also generates information on the
positive aspects of the community that can support new interventions. These may
include information on the community potential in terms of resources (both human,
material and natural), skills, culture, leadership and institutions.
Weaknesses
Those things that have not worked. For example, weak organisational structures, poor
identification of projects and poor data base.
Opportunities
Refers to ideas on how to overcome weaknesses and also what can be do to build on
strengths and meet peoples needs better.
Threats/Constraints
This refers to the challenges that exist which reduce the range of opportunities and
chances of successful intervention. In child protection, these may be such factors as
poverty, harmful traditional practices, gender imbalance, lack of policy and
legislation.

Explain the strengths of SWOT analysis as a community analysis
tool. You need to point out that SWOT facilitates context analysis
of needs and problems, and offers opportunity for brainstorming
and discovery.

158
be tapped for enhancement of the projects, while at the same time, it may be possible to prepare
in advance for any threats when they are made known.

Step 6 (45minutes)
Divide the participants into four groups and assign them a component of the SWOT and ask
them to discuss the component in relation to their communities as regards child protection.

In plenary, receive feedback, discuss and analyse the responses, note down the key issues.

In brainstorming, ask participants how they would address some of the issues arising from the
presentations.

Step 7 (10 minutes)
Conclude by asking participants to state one opportunity that exists for child protection in their
communities that they would exploit.
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Topic 2: Data collection

Purpose
The purpose of this topic is to help participants acquire skills and knowledge in systematic data
collection.

Objectives
1. Define the terms data collection
2. Explain the purpose of being systematic in data collection
3. Describe the principles of being systematic in data collection
4. Discuss quantitative and qualitative approaches of data collection, their strengths and
weaknesses


Resources required:

Step 1 (15 minutes)
Introduce the topic data collection and explain the purpose and objectives of the topic. Ask the
participants what they understand by the term data collection. Receive feedback and discuss.
Building on their responses, explain to the participants that data collection is a systematic
process of gathering information for a specified purpose.

Step 2 (20 minutes)
Ask participants whether there are work situations that require them to collect data. Ask them
what they think is the importance of data in a project. Write down the responses to these
questions on a flip chart. Building on their responses, explain to the participants the importance
of data in helping to understand a situation, and especially its depth and magnitude.

Point out to the participants that it is the use of this information
collected that guides in understanding the situation and gives
guidance on how that situation can be addressed. Planning
therefore, is based on the information collected.

Highlight further that data should be collected in a systematic
manner so as to understand a situation fully, from all possible
vantage points of view and in an orderly and structured manner.

160
Step 3 (25 minutes)
Present the general principles of being systematic in data collection. As much as possible draw
from the experiences of the participants as you explain the concepts of objectivity, precision and
accuracy and assumptions. Allow for questions and comments.

1. Objectivity reduce bias that may be introduced during:
Project design in selection of samples, area of study, site, choice of questions etc
Data collection instrumentation, researcher bias, language, conceptualisation
Data analysis statistical tests, variable classification, lack of desegregation
(age/gender)
o Ways of minimizing bias
1. Triangulation actors, tools, sources of information, checking for
internal consistency
2. Training and supervision

2.Precision and accuracy
Validity get accurate information
Reliability consistently arrive at correct outcomes

3. Avoid assumptions
What worked yesterday may not necessarily work today and tomorrow

Hence:
= What do we hold constant?
= What do we seek to control?
(What are some of the killer assumptions when working with children?)

Step 4 (30 minutes)
Write the terms quantitative and qualitative on the flip chart. Explain to the participants that
these are approaches to data collection. Ask the participants to explain the difference between the
two terms. Proceed to explain what is meant by quantitative approach to data collection; state the
advantages and weaknesses of this approach.

Quantitative approach
o Used to collect data that can be analysed in a numerical form, things that can be
measured or counted - averages, ratio, range etc
o Questions posed who, what, when, where, how much/many/often
o Methods used in analysis- statistical analysis, graphs, charts

Strengths of quantitative approaches
o Accurate and precise data.
o Pinpoint similarities/differences in pop.
o Statistical manipulability
o Offers hard data as evidence
o Offers clear baseline information
o Offers broad view of whole population hence survey is the commonly used tool

Weaknesses of quantitative approach
o Data without context (the why aspect of phenomenon is often lost)
o Rigid
o Require good statistical skills
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Then explain what is meant by qualitative approach to data collection. State the strengths and
weaknesses of this approach.

Qualitative approach
Builds an in-depth picture by posing question on the how? Why? of a situation. It uses small
sample of the whole and is situation specific and contextual, flexible, reliable and objective.

Methods used in qualitative approach, they include:
Observation, interviews and discussions

Strengths of qualitative approaches
o In-depth analysis
o Thorough contextual perspective of issue
o Cheaper and quicker selection of appropriate indicators, sample (sites, sources)

Weaknesses of qualitative approaches
o Time consuming
o Costly at times
o Voluminous data is generated making handling difficult
o Culture specificity of data, hence not generalizable

Step 5 (20 minutes)
Ask some of the participants to state which approach they tend to use in their work and the
reason for it. Building on what their reaction is, proceed to enumerate some of the criteria one
may use in determining which approach to use. Emphasis should be on the fact that the nature of
the problem of study largely is the determinant of the method to be used.

Explain to the participants that the choice of data collection approach/method depends on various
issues. These include:
Information required;
Problem of study;
Question to be answered;
Use of the information;
Purpose of the exercise;
Quantitative baseline statistical data needs;

Step 6 (10 minutes)
Conclude by asking participants to state the method of data collection they would apply in
investigating child protection issues giving reasons for their choice.

Point out that while working in child protection, particularly with
children, it is more preferable to use qualitative approaches and
tools as they are more child friendly. Besides, quantitative
approaches are largely used in baseline surveys.

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Topic 3: Project proposal development

Purpose
The purpose of this topic is to enable participants to acquire knowledge and skills in proposal
writing.

Objectives
1. Define the term project proposal.
2. Explain the major elements of a proposal.
3. Develop a project proposal.


Resources

Step 1 (10 minutes)
Write the title project proposal on the flipchart/board. Ask by a show of hands how many have
heard of the term. Ask them to share what they know about the term and discuss. Building on the
discussions, explain the meaning of the term project proposal.

Step 2 (15 minutes)
Ask participants what they do when they need to solicit for any form of support. List the
responses on the flipchart and discuss.

Explain to the participants that all these forms of soliciting support are in effect a form of a
proposal. Introduce the concept of proposal writing.

Note that the proposal writing process and format depends on what the proposal is meant for and
also the recipient of the proposal. Most proposal recipients, especially donors or development
partners have their own format and requirements.

Advise the participants that it is prudent to check with the recipients of the proposal before
writing any.

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Step 3 (30 minutes)
Outline the major elements of a proposal and discuss each one of them. Allow for questions and
comments. Ask participants to share their experiences in proposal writing as you discuss the
elements.
Cover sheet
o Name of organisation or community
o Name of project
o Location
o Duration
o Cost
o Authors of the proposal
o Date of the proposal.
Brief summary and description of the project
o This will be more or less an executive summary
Background information
o Where is the project to be located
o Why that location, community?
o Socio-economic and political context and its relationship to the proposed
project
o Why is the project being proposed
o What problems is it going to address
Project description
o Purpose
o Goals
o Aims
o Outputs
o Activities
Methodology
o Approaches to be used. How will the project be implemented?
Project assumptions
o What are the t\risk factors
Methods used
o How was the project carried out?
Indicators
o What will show success
Monitoring and evaluation considerations
Timeframe what activity will be done when?
Budget
o What will it cost

Step 3 (3 hours)
Ask participants to get to their label communities and develop a proposal for a project they
would like to initiate on child protection. Discuss and provide guidance during the development
of the proposal.

164
Ask the groups to present their proposals in plenary, discuss and analyse the presentations and
make comments.

Step 4 (5 minutes)
Conclude by making a summary of the session and allow for questions and comments.
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Topic 4: Project development and management

Purpose
The purpose of this topic is to introduce participants to project development and management.

Objectives
1. Explain what is meant by project management.
2. Describe the project cycle.
3. Explain some of the skills necessary for project management.
4. Understand the need for completing agreed tasks.


Resources
Markers, flip chart, masking tape, pens/pencils, VIPP cards and writing paper,

Step 1 (10 minutes)
Write the term project on the flip chart. Ask participants to explain what the term means.
Synthesise their responses and building on them, explain the meaning of the term project.

Step 2 (10 minutes)
Then write the term management on the flip chart. Ask participants to explain their
understanding of the term. Explain that management is about choice and application of resources
to meet a specified need.

Then linking the definitions of project and management, explain the meaning of the concept
project development and management.
Project
A project is a design or an undertaking to accomplish specific objectives in response to an
identified need/problem. The emphasis is on the deliberate nature and focus to address a
specific need/problem. A project ends with the meeting of the identified need/problem
F. Notes
Project development and management is the process of designing, identifying, mobilising and
applying resources with a view to meeting a definite need.

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Step 3 (15 minutes)
On a rectangular VIPP card, write the term project cycle and stick it on the flip chart. Below it
draw a large circle. Use this circle to help you explain that a project tends to develop in a circular
manner. Proceed to introduce the steps a project goes through from identification to completion.
Explain each step and allow for questions and comments.

Step 4 (15 minutes)
Write the topic project identification on another VIPP card. Stick it on the top part of the circle
showing the project cycle on the flip chat. Ask the participants to explain how they normally
identify the projects they undertake in their day-to-day life. Allow four or five participants to
share their experiences.

Building on their experiences, underline the importance of being systematic in project
identification so that only the priority need is met since resources are often in short supply yet
human needs are unlimited. Link this to the discussion on data collection. State the importance
of generating background data as a prerequisite to project identification.

Step 5 (20 minutes)
Demonstrate to participants how one moves from the data and the many needs identified and
arrives at the chosen project. Write down the steps on the flip chart. They include prioritisation
of problems and the solutions for each problem; the chosen priority becomes the identified
project.

F. Notes
Steps of the project cycle:
Project identification- needs assessment;
Project planning/design;
Implementation;
Impact assessment;
Monitoring and Evaluation;
o Back to needs assessment.
F. Notes
Data is needed so as to establish:
Origins, magnitude, what is being done, by who, how, what are the gaps? What are the
lessons learnt?
Basic information about the community about availability of resources, knowledge
and skills, attitudes, community structures, etc
One also establishes interest of stakeholder(s)

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Step 6 (20 minutes)
On another VIPP card, write down the term project planning and stick it on the right hand side of
the circle. Briefly explain the term planning. Emphasise that planning is about making choices.
In the context of project planning, it is choices of the course of action and mix \of resources to
meet a n identified need. Take the participants through the process of project planning. Caution
them that it is always prudent to anticipate change, despite having a good plan. Thus they should
also be prepared accordingly.

Step 7 (15 minutes)
On another VIPP card, write down the term project implementation and stick it on the bottom
part of the circle on the flip chart, write the term. Explain that at this stage the plan needs to be
F. Notes
The project identification process:
1. Identify and rank order all needs. Basically this is to establish priorities and
make choice of action.
2. Identify and rank order all possible opportunities for work or intervention (in
line with your agency mandate) taking into account:
Community support.
Technical viability..
Resources available (human, material and time).
The best-ranked opportunity is the identified project. Through out the process, one has
to take note of your agency capacity and mandate.

F. Notes
Steps in project planning or design:
Develop/interpret mission of agency in view of identified problem;
Rationally decides on aims based on agency strategy, capacity, policies, principles and
values, government policy and cultural sensitivities;
Sets project objectives;
Develop project indicators;
Develops strategies how will the project be carried out;
Establish plan of action to achieve objectives;
Determine how to monitor and evaluate results of action;
Develop plan of action: Design activities to address objectives i.e.
What activities;
How will they be undertaken;
Who will responsible;
What resources (cost);
Expected output/results and how to be used;
What indicators for measuring progress;
Design a project schedule;
Develop a monitoring and evaluation procedure;
Always prepare for change.

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translated into action. This will require among other things, mobilisation of resources as planned,
making adjustments to the plan as necessary and monitoring to ensure activities are on time and
cost.

Step 8 (10 minutes)
On another VIPP card, write down the term Impact stage and stick it on the left hand side of the
circle on the flip chart.. Explain the importance of this stage in a project. Simply it is the time for
planned changes to occur. A project does not produce the desired change on the date it is
completed. People have to start utilising it so as to experience change.

Step 9 (15 minutes)
On the left hand side of the circle on the flip chart, between where you wrote impact stage and
project identification, stick a VIPP card written the terms monitoring and evaluation. Explain the
meaning of the two terms, monitoring and evaluation.

As a way of closing the circle and hence completing the project cycle, indicate that on the basis
of the evaluation data, if the identified need has been met, then, you proceed to what was priority
need number two and then start the cycle again. In case the need is not adequately met, the
project may be redesigned. This again will be guided by the evaluation data.

As a concluding remark, caution participants that:
Good project designing and development is:
! Done with the people and not for them;
! Flexible and adaptive to changing needs and circumstances;
! Increases the knowledge, skills and confidence of all involved.

Ask the participants to go into groups and identify and discuss the skills that are important in the
management of a project. Let them report and discuss their work in plenary. Record key points in
the flip chart.

F. Note
Evaluation is collection of information to facilitate assessment on:
Whether project has comprehensively addressed identified need/problem;
How problems were solved;
Whether resources were effectively utilized.

Note that monitoring and evaluation are placed at this stage,
indicate that in real life situation, they are continuous activities
through out the projects life as one has to constantly look back and
see whether things are happening as planned and whether any
changes are called for.
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The skills include:
Setting in place management systems relation to:
o Financial management;
o Human resource management;
o Stores and supplies;
o Public relations advocacy and networking;
o Quality of services.
Overall project leadership;
Coordination of people and activities;
Routing monitoring and evaluation;
Being able to know when to:
o Scale down;
o Scale up;
o Wind up.
Institutionalisation of best practices;
Conflict management and resolution.

Step 12 (5 minutes)
Conclude by emphasising on the need for completing agreed upon tasks.
Advise that:
By agreeing to undertake a project, this becomes a contract between the parties involved.
Failure to do what is planned is breach of contract, and in some cases is actionable in a
court of law, it is also blemish on ones integrity.
Equally failure to complete agreed tasks, constitutes a waste of resources as often the
whole project may collapse due to this act.
Failure to complete agreed tasks jeopardises future projects

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Topic 5: Report writing

Purpose
The purpose of this topic is to assist participants gain knowledge and skills in report writing.

Objectives
1. Outline the importance of a report in a project.
2. Explain the elements contained in a project report.
3. Describe how to submit reports.
4. Understand the importance of report writing as an element of project management.


Resources

Step 1 (10 minutes)
Introduce the concept of report writing and explain the purpose and objectives of the session.

Inform the participants that a report is basically what tells whether a project is successful or not.
Explain that a report can be written at various stages of a project. However, this depends on why
the report is being written. The report is often the end product of a project, unless it is a baseline
survey report in which case it is done at the beginning.

Step 2 (30 minutes)
Introduce the major considerations in report writing. Discuss each one of them and allow for
questions and comments. Explain that the report to be written will depend on;
Purpose:
Why the report;
Who the report is being taken to;
What the report is meant to represent.
Type of report:
Baseline survey being written at start of project;
Monitoring report being written in the middle of a project;
Evaluation report at the end of project;
Project report summative report at the conclusion of project.

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Who is the consumer of the report?
Community;
Government agency;
Donor.

Step 3 (30 minutes)
Ask participants by a show of hands, how many have been involved in writing a report. Ask
them to share their experiences on writing reports and what requires to be included in the report.

Building on their experiences, outline the main elements of a report. Explain that generally a
report has a general outline, where certain elements have to be presented. Explain these parts
allowing for questions. They include:
Cover and title page
o Title of project
o Sponsors
o Actors/authors of the report
o Date of the report
Acknowledgements
o Give credits to all actors and facilitators of the project
List of contents
o Outline what is contained in the pages of the report for ease of reference
Executive summary
o Brief outline and summary of the whole report, for consumption by those
with not adequate time to read the whole report
Background information to the report.
o What was the context of the issue being reported on
Purpose of the project
o What was the project meant to achieve
o Specific objectives of the project
What was the justification of the project
o Why was the project thought necessary
Methods used
o How was the project carried out?
Results
o What was achieved by the project
o What are the outcomes
Conclusions
o What conclusions can be drawn about the issues being reported on?
Recommendations
o Given the results, what more can be done
o What changes can be made
o What could have been done differently
References
o What documents have been used in the report
Appendix
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o What information is useful for the report but need not be part of the main
report.

Step 4 (25 minutes)
Ask participants in pairs to discuss how project reports should be submitted. Receive and discuss
their reports in plenary. Record on flip chart the points raised.

Step 5 (25 minutes)
Conclude by informing participants that:
Submission of reports is a crucial step in any project;
Until a project report is submitted, the project is by all means deemed to be incomplete;
Often disbursement of funds is tied to submission of reports;
Some reports determine project continuation or starting of new projects. Delay in
submission of reports leads to delay of these new activities;
Different agencies have different requirements for report submission Follow their
guidelines;
Some require:
Bound hard copies;
Soft and hard copies;
CD copies and hard copies;
Submission may also be oral. However, while verbal or telephone reports may be made,
the same information has to be filed in hard copy for future reference.
Add that:
One has to comply with requirements;
During project design one should ideally budget for submission of reports;
Allow for questions and answers.

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UNIT 8: COMMUNITY CAPACITY DEVELOPMENT

INTRODUCTION
This unit will introduce participants to skills they may employ while working in the area of child
protection. The unit will highlight the concept and process of community mobilisation, as well as
the concepts and principles of community dialogue. The unit will further focus on networking
and advocacy for child protection and ways of communicating with children as well as the
ethical considerations that need to be observed while working with children.

The unit will cover the following topics:

1. Community mobilization 2 Hours 30 Minutes
2. Community dialogue 19 Hours
3. Networking and advocacy for child protection 2 Hours 20 Minutes
4. Leadership skills 2 Hours 30 Minutes
5. Skills for working with children 3 Hours 45 Minutes
6. Child counselling skills 2 Hours 40 Minutes
7. Life skills 2 Hours 30 Minutes
8. Gender in child protection 2 Hours 45 Minutes

Time required for the unit: 38 Hours

Resources

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Topic 1: Community mobilization

Purpose
The purpose of this topic is to introduce participants to the concept and process of community
mobilisation and its importance in child protection.

Objectives
1. Explain the meaning of community mobilisation.
2. Discuss assumptions characterizing community mobilisation.
3. Explain the importance of community mobilisation.
4. Discuss approaches for community mobilisation.
5. Explain the steps undertaken in community mobilization.
6. Identify challenges faced in community mobilization.

Time required for the session: 2 Hours 30 minutes

Resources required:

Step 1 (25 minutes)
Ask a few participants to prepare a role-play about a village chief convincing community
members during a public meeting about the need for children to be registered after birth.
After the role-play, ask the following questions:
What happened during the role-play?
What issues were raised?
What was the chief trying to do?
Did the chief convince the people about the issue he was raising and convincing the
community about?
Was there collective agreement about the issues?

Receive comments, discuss and write key points on the flip chart.

Then inform the participants that the chief was simply doing community mobilisation on birth
registration. Explain the meaning of community mobilization.
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Step 2 (20 minutes)
Explain to the participants that they are going to discuss the assumptions of community
mobilization. Write the topic on the flipchart. Outline to the participants the main assumptions
that typify community mobilisation. Discuss each one of these assumptions and ask participants
to share their experiences as regards the assumptions.

Step 3 (30 minutes)
Ask participants to go into their label groups and discuss the importance of community
mobilisation in child protection. Receive feedback and allow for discussion of each groups
report in plenary. Discuss the feedback and make comments
Subtle Elusive
The importance of community mobilization includes:
Recognising the right of each individual to a full life of dignity;
Ensuring ownership of child protection process and outcomes;
Utilising existing resources (human and material);
Subjugated individual self interest to collective interest and common good;
Having the stakeholders drive the process of meeting their needs;
Creates room for re-establishing community structures for child protection;
Networking and advocacy for child protection.

Step 4 (20 minutes)
In a brainstorming session, ask participants to identify approaches that may be used to mobilise
their community for child protection. Receive feedback and discuss the strengths and weaknesses
of each.
Some of the ways may be, letter writing, use of posters, chiefs meeting, radio and
television message and use of news papers.
F. Notes
Assumptions of community mobilisation
Problems are experienced collectively.
People are highly resourceful.
Main resources for meeting collective needs are with the community itself.
Community resources are only supplemented, where necessary by targeted external
resources.
Community defines its needs and goals.
Decision making and planning is the responsibility of the community.
Collective interests override individual interests.
All people should participate in community affairs.
Community ownership of the programme infuses cultural values.

F. NOTES
Community mobilisation is the process of bringing people together for a certain cause, for
example, clarifying and expressing needs and objectives and taking collective action to meet
them.

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Step 5 (30 minutes)
Ask participants by a show of hands, how many have been involved in a community
mobilization activity. Ask them to share their experiences of the activity, allow questions and
comments. Building on the discussions, outline the steps involved in community mobilization.
Explain each one of them and allow questions and comments

Steps in community mobilisation
A community worker may need to do the following to elicit community action about their needs:
Clarify the agenda and issues for mobilisation. The issues at hand have to be cleared
understood before being brought to the community domain.
Do a community analysis. This is necessary for the understanding the community
dynamics so that an appropriate entry strategy is selected.
Reach out to the gatekeepers in the community. These are the key opinion leaders in the
community who have to be convinced and won over before the general community is
exposed to the idea.
Choose appropriate channel for reaching out to the community. These may include a
newsletter, a community meeting or a mass media campaign. This will depend on what is
feasible and likely to yield best results.
Strengthen incentives for people to take action. Stimulate them to discuss their needs as
well as identify solutions to the same. This may entail availing information to facilitate
decision making.
Help people to systematically think, analyse the nature and causes of the problems they
encounter, as well as seek solutions. As much as possible, lead people to establish
concrete plans of action on how to deal with their needs.
Help people establish networks with communities and agencies working on similar areas
of need.
Increasingly allow the community to take control of the process of addressing their
needs, while you increasingly take a back seat. Simply determine when to hand over the
stick (control) to the community.

In all these actions:
o Be culture sensitive.
o Continually monitor and evaluate position so that it is possible to deal appropriately with
signs of resistance.
o Build a capacity for sustainability as community mobilisation proceeds.
! Train selected community members on the issues as well as establishing
institutional mechanisms.
Step 6 (15 minutes)
Point out to the learners that the choice of these approaches will
largely depend on what is feasible within the community and
likely to yield best results
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In a brainstorming session, ask participants to identify some of the challenges to community
mobilisation in their localities and what can be done to address them. Note down key points on
the flip chart.
The challenges include:
Illiteracy and therefore lack of understanding to support initiatives;
Unwillingness to support projects;
Political interferences which may hinder the mobilization exercise;
Misunderstandings of the reasons for the mobilization exercise;
Mistrust of those organizing the event.

Step 7 (10 minutes)
Conclude the session by asking participants to state how they will support community
mobilisation for child protection.
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Topic 2: Community dialogue

This topic will be covered in two sessions; the first session introduces the concept and principles
of community dialogue while the second one focuses on a field exercise on community dialogue.

Session 1: Community dialogue

Purpose
To purpose of this session is to help participants understand the concepts and principles of
community dialogue.

Objectives:
By the end of the session, participants will be able to
1. Define community dialogue.
2. Discuss the principles of community dialogue.
3. Explain the advantages of a community dialogue.
4. Describe the steps involved in a community.
5. Explain the role of the service provider in the dialogue as a co-problem solver with
communities/households.


Resources required
Markers, flip chart, masking tape, pens/pencils, writing paper,

Step 1 (10 minutes)
Write the concept community dialogue on the flip chart. Ask participants to explain what the
term means. Synthesise their responses and building on them, explain the meaning of community
dialogue.

F. Notes
A community dialogue is a forum that draws participants from as many parts of the
community as possible to exchange information face-to-face, share personal stories and
experiences, honestly express perspectives, clarify viewpoints, and develop solutions to
community concerns and opportunities (Canadian Rural Partnership 2002)

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Step 2 (25 minutes)
Write the topic principles of community dialogue on the flip chart. Building on the discussion
just concluded on the definition of community dialogue, tease out two cardinal principles of
community dialogue, namely, problem based adult learning and negotiation.

Step 3 (25 minutes)
In a brainstorming session, ask participants to indicate why a community dialogue is useful as a
method of addressing community needs. List down the answers on the flip chart.

Underscore the fact that the idea of community based identification and widely acceptable
solution of problems should come out.
F. Notes
Community dialogue principles
Problem based adult learning:
People will go for things which are relevant to them;
Practical and can immediately be used to solve their problems;
People have a lot of knowledge, skills, experience, which can be built or improved;
They like to be respected and participate in issues affecting their lives.
Negotiation (Dialogue is a process of bargaining, give and take):
Dialogue focuses on the problem to be solved and solved together by all parties based
on existing experience, capabilities and opportunities rather than a pre-determined
message that must be communicated by one party and received by the other;
All partners involved, service providers and community may experience behaviour
change in the process of dialogue.
F. Notes
Advantages of using the Community Dialogue Model:
It helps service providers to improve their skills in developing and maintaining effective
dialogue with the community to facilitate joint decision-making and joint problem
solving, necessary for sustainable behaviour change;
It helps the service providers to listen and understand the community, their situation,
current practices, interests and existing opportunities;
Challenges for sustainable behaviour change (it improves interpersonal communication
between the service provider and the community);
It helps to identify and enlist key caregivers, gatekeeper or community decision-makers
and service providers for sustainable partnership;
It facilitates joint rapid assessment to identify community problems and effective
solutions within their context;
It facilitates a process of posing problems one by one to be considered for solutions.
It helps to solicit community participation, support and commitment in problem solving
for sustainable behaviour change;
It promotes free exchange of ideas between individuals, groups of people and service
providers including competing systems of care e.g. Traditional Healers, TBAs, CHAM,
Private Hospitals, Ministry of Health.

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Step 4 (60 minutes)
On the flip chart write the title, steps in conducting a community dialogue. Take the participants
systematically through the steps. Pause to ask questions so as to be sure all understand. Allow for
short discussions and questions.

Steps in starting a community dialogue:
Explain that brainstorming is the first step in organising a community dialogue event or activity.
The five Ws (Who, What, Where, When and Why) are the guiding pillars in the discussion.
However the convenor needs to work with a team to prepare the dialogue as generally there are
preparatory tasks that have to be undertaken such as finding potential partners, dividing up
responsibilities, preparing a budget and deciding on a date and location.

Step One: Preparation for the community dialogue
The leader has to build a Dialogue Team to "host" the event
as a way of sharing ownership and spreading the tasks involved. The team will help in
help in especially defining goals.
The leader determines own goals for the dialogue. You may want to ask yourself,
Why have community Dialogue?
Identify the participants. Ensure people with critical opinions are included; there is
diversity of voices; tap from existing groups. Ensure a reasonably manageable group.
Identify, appoint and brief a facilitator. Good facilitation is critical to a successful
dialogue. Let the facilitator meet and familiarise with the Dialogue Team
Use the traditional gatekeepers and institutions as entry point.
Set a venue, date and time for the dialogue. Note; the venue should be comfortable
and accessible. As much as possible it should be a central and a neutral location.
Seating arrangements should respect cultural sensitivities, but as much as possible
should be in a semi-circular pattern.
You may need to provide refreshments.

Step Two: Invite participants
Using culturally appropriate as well as practical means, invite your participants. You
may enlist local leaders to mobilise the community. In deciding whom to invite, you
may consider, always ask yourself; which voices need to be included.

Step Three: Plan on how to record the dialogue
Appoint a rapporteur from the Dialogue Team to take notes and summarize important
points
It is important to note areas of disagreement as well the consensus.
Also record direct quotations and stories from participants as vignettes.
The facilitator should debrief with the rapporteur and the dialogue team immediately
after the dialogue to review the notes and prepare a summary.

Step Four: Conducting the Community dialoguer itself
A few key points to note for the convenor and the facilitator
Receive and greet participants as they arrive. This will help put participants at ease
and encourage them to speak up.
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Introductions: The facilitator should introduce her/himself and thank the participants
for attending. He/she should state the purpose of the dialogue and the importance of
asking the community for their opinions. The facilitator may ask participant to
introduce themselves. If it is a small group, or acknowledge different representations.
Initiate the dialogue. Tailor the dialogue to your community's needs and the main
purpose of the meeting.
Repeat and summarize main issues now and again
If possible, you may engage the media for press coverage and documentation of the
event.

Step Five: Concluding the dialogue and the way forward
At the end of the dialogue session, the facilitator should thank the group for their time
and sharing ideas and personal values.
The rapporteur may give a summary of the dialogue.
A dialogue report should be prepared and distributed to participants and any other
stakeholder who can benefit from the report, including government authorities and the
media.
The way forward should be agreed upon any further meeting, activities and or
follow up? By who? How will community be kept updated?

As much as possible, develop a plan of action
Ask: What will be done/what is to be done?
What will be the strategies (based on best options agreed earlier)?
What shall be needed (inputs)?
How do we do it (activities)?
Who does what (responsible person)?
By when (time table/time frame)?
How do we know we have done as planned? (Yardstick/indicator)
Monitoring and Evaluation team

Identify the activities
Which communities can do without or with little external inputs
Those which require external support e.g. training
Service provider should be included in the responsibilities for follow up, technical
support and continued building of relationships with community
Document and evaluate the process and the overall project. Indeed, have
participants evaluate the dialogue. Evaluations can be written and/or expressed
verbally.

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Step 6 (20 minutes)
In a brainstorming session, ask participants their role as service providers in a community
dialogue. Encourage participants to share their experiences in community dialogue. Receive
feedback, discuss and note the key points on a flipchart.

Explain to the participants that a service provider:
Is joint problem-solver working side-by-side with the other party (community or
household).
Encourages discussions and arriving at a consensus
Promotes and balances the interests of stakeholders
Assist in arriving at the best negotiated agreement

Step 7 (30 minutes)
Ask participants to pair up and in a buzz group, discuss the challenges involved in discussing and
negotiating change in their community. Receive comments noting down key issues raised on a
flip chart.

Follow up with a question on how these challenges can be overcome. Record the key points on
the flip chart. Allow free flow of comments and questions.

Step 8 (10 minutes)
Conclude by asking participants what their role will be in initiating community dialogue for child
protection. Allow for questions and comments.

F. Notes
Things to note during the community dialogue:
Negotiate for preferred change;
Have common interest with the community;
Mutual respect/relationship;
Create conducive environment for discussion, proper sitting arrangement same level,
language;
Accommodate each other (flexibility);
Accept their problem;
Controller emotions/look, listen, learn (3Ls);
Take them as partners to jointly solve problems;
DO NOT BE DEFENSIVE it is not a matter of winning a game but getting a joint
workable solution;
Control talkative/dominating individuals;
Encourage quiet members direct questions to them;
Ensure a good number of members contribute to reach an agreement.

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Session 2: Field visit

Purpose
The purpose of this session is to give participants an opportunity to gain practical knowledge and
skills carrying out community dialogue.

Objectives
At the end of the session, the participants will be able to:
1. Undertake a field activity in community dialogue for child protection


Resources
Pens/pencils and writing paper

Organize field trips to the communities nearby. Depending on the number of participants, divide
them into groups of three or two to visit different areas of the community.

Brief participants the evening before about the field visit so that they prepare for the exercise. If
possible, plan for a facilitator to accompany each group of participants.

Step 1 (30 minutes)
Explain to the participants that they will be going on a field visit to the community. The purpose
is to give them an opportunity to undertake an exercise in community dialogue with a focus on
child protection. Remind them the steps of undertaking a community dialogue.

Step 2 (12 Hours)
Divide the participants into groups, ask them to discuss and prepare a plan for undertaking the
community dialogue. Discuss the plans and give feedback.

Instruct the participants to leave and undertake the exercise in the next 12 hours.

Step 3 (3 hours 30 minutes)
Allow time for group presentations. Discuss the experiences, the challenges and lessons learnt
from the exercises. Allow time for questions and comments and provide feedback.

Wind up by asking participants to discuss their roles in community dialogue at their communities

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Topic 3: Networking and advocacy for child protection

Purpose
The purpose of this topic is to introduce participants to networking and advocacy for child
protection.

Objectives
1. Explain meaning of networking and advocacy.
2. Outline the forms available for networking.
3. Discuss importance of networking and linkages with other actors in child protection.
4. Identify groups and organisations to network with for child protection.


Resources required

Step 1 (15 minutes)
Write the concepts: networking and advocacy on the flip chart. Ask participants to state
what they know about these two concepts. Receive comments, synthesise them and then lead
participants in the understanding of how the two concepts are related.

Step 2 (45 minutes)
Ask participants to go into established label community groups and identify and discuss the
forms available for networking in their communities. Let them identify the strengths and
weaknesses of each. They should put down their responses on a flip chart for group reporting.

In plenary receive group reports. Allow for comments and questions
Generally underscore the fact that:
Networking is a process by which two or more organizational and individuals collaborate
to achieve a common goal. In this case, it is about linking up with other actors in child
protection to share idea, resources as well as synergies to enhance child protection work.
Networking is a chain of interconnected operations. This is achieved through cooperation
among a group of people who work with a similar goal.
Advocacy is asset of targeted actions directed at decision makers in support of a specific
policy to address an identified need. It involves promoting and lobbying support for child
protection work. Thus as networks for child protection increase, so is the capacity for
support and influencing positive action for child work

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Letters, phones/fax, interpersonal communication, village visits, use of mass
media and web pages, meetings, sharing of reports and joint planning.

Step 3 (40 minutes)
Ask participants to go into the groups already established and discuss the importance of
networking and advocacy for child protection.

Receive group reports, discuss and list key points on flip chart.

Wind up this session by telling the participants that networking strengthens partnerships through
sharing information and lessons learnt for the improvement of childrens welfare.

Stress that to strengthen networking among the actors in child protection:
It is important for them or organizations in child protection to keep a directory of
all partners who can effectively respond to the childrens needs and therefore can
be called upon at any time.
It is important for all these partners to have a common understanding on their
involvement and networking.
Have terms of reference for networking and collaboration
Have periodic meetings to review the activities and share experiences

Step 4 (20 minutes)
Introduce the key activities that would be undertaken to establish and sustain a network. Explain
the key activities allowing for questions and comments.

They include developing a statement of purpose, defining the goals and objectives,
creating an action plan, establishing ground rules, outlining a decision making
process, preparing a communication plan, agreeing on the organizational
structure and securing requiring resources.

Step 5 (30 minutes)
F. Notes
Importance of networking
1. Avoid duplication of services by other service providers.
2. Optimise use of resources e.g. human, material, financial resources.
3. Enhance the sharing of responsibilities among stakeholders.
4. Expand public support for child protection work
5. Reduce chances of harm to children
6. Build a critical constituency for influencing actions and policy on child protection
7. Accelerate learning and information exchange to strengthen partnerships at all levels
to build coalition among stakeholders so as to respond effectively to the needs of
OVC.

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In plenary, ask participants to list down the groups and organisations they can link with for
networking and advocacy. They should mention also what value each agency would add to child
protection. Ask a volunteer to record key points for you on the flip chart/board.

They include
NGOs, VDC, police, community leaders, community based committees, parents,
extension workers, FBOs, CBOs, TBA (Azamba), religious leaders, Assembly Members
(Wards Councillors), Members of Parliament, government officers (e.g. DSWOs, District
Commissioners), courts, media and the children themselves

Step 6 (20 minutes)
Explain that advocacy is a process it is strategies targets well designed activities to key
stakeholders and decision makers. It is also directed at influencing policy, laws, regulations,
programmes or funding decisions made at upper most levels to protect children.

Point out that advocacy includes lobbying as a strategy which entails informing, persuading and
moving policy and decision makers to support the undertaking of a specific course of action.
Explain the eight main stages through which the advocacy planning framework develops.
Discuss each one of them and allow for questions and comments.

The steps are:
1. Selecting an issue or problem you want to address.
2. Analyzing and researching the issue/problem.
3. Developing specific objectives for your advocacy work.
4. Identifying your targets.
5. Identifying your resources.
6. Identifying your allies.
7. Creating an action plan.
8. Implementing, monitoring and evaluating.

Step 7 (10 Minutes)
Conclude by asking participants to state how they will network and advocate for child protection
after their training.
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Topic 4: Leadership skills

Purpose
The purpose of this topic is to help participants understand leadership skills

Objectives
1. Define a leader and leadership.
2. Explain types of leadership.
3. Describe qualities of a good leader.
4. Discuss leadership styles.
5. Discuss challenges faced by leaders.


Resources required:

Step 1 (15 minutes)
Write the terms leader and leadership on the flip chart. Ask participants to explain what the terms
mean. Synthesise their responses explaining the meaning of the terms. Emphasise the aspect of
use of influence in leadership to attain desired results.

Draw the difference between a leader and leadership. Leadership are qualities, practices, while
the leader is the person.

Emphasize that leadership is manifested in the frequency with which an individual or group of
individuals influence or direct the behaviour of others within a given social context to attain set
goals.

Step 2 (10 minutes)
Write the words types of leaders on the flip chart. Ask participants in buzz groups to list down
the main types of leaders in their community. Synthesise the responses and make comments.
Generally group the types of leaders into two main categories, formal leaders and informal
leaders and explain their characteristics.
F. Notes
Leadership is an interpersonal and group based relationship derived from the exercise of
influence to attain goals.
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Explain that it is important to always realise that in different communities people ascend to
leadership through various ways. These may include nomination, election, inheritance, or even
self-imposition.

Step 3 (40 minutes)
Write the title qualities of a good leader on the flip chart. Ask participants to share their
experiences from their communities of good leaders, ask them to identify what makes those
leaders good. Receive feedback and make comments. Inform the participants that they are going
to discuss qualities of a good leader and that the discussion will be done through group work.
Divide the participants into groups and ask them to identify and discuss the qualities of a good
leader in their community. The responses should be written on flip charts for ease of reporting.

Allow time for each group to report and receive comments from the rest of the participants. After
all the groups have reported, allow the plenary to agree on a list of the qualities of a good leader.
List down the agreed upon qualities of a good leader on a flip chart.
They include leaders who are fair, reliable, cooperative, dedicated, committed,
understanding, transparent, respectful, able to take initiatives and motivators among
others.

Step 4 (40 minutes)
Write the title leadership styles on the flip chart. In the same groups earlier established, ask the
participants to identify the main styles of leadership and the advantages and disadvantages of
each style. Their discussion should be written on flip charts and displayed on the wall for a
gallery walk presentation. When all groups are ready, let the participants read what other groups
have put down.

In plenary seating, summarise the main styles of leadership. Mention the typical ones of
autocratic, democratic and laissez faire styles of leadership and their characteristics.

F. Notes
Formal leader
Being a leader by virtues of holding a formally recognised position. One can formally become a
leader by holding a particular post or position, e.g. traditional hierarchy, an organization of
political party.
Informal leader
Being a leader without necessarily holding a formal position. A person can become an informal
leader because of responsibilities, past record of achievements, wealth, family relationships and
experience beyond those of other members of the community/groups, for example, opinion
leaders

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Step 5 (20 minutes)
Ask participants to indicate which style of leadership would be ideal in child protection work and
why? Discuss and synthesize the responses and make comments. Record the reasons presented
on a flip chart.

Step 6 (15 minutes)
Write down the topic challenges faced by leaders on the flip chart. In a plenary setting, ask
participants to state the main challenges faced by leaders in their communities. Write these down
on the flip chart.

Ask participants to suggest solutions to the challenges. Discuss the responses and write the
responses on the flip chart as participants raise them.

Step 7 (10 minutes)
Wind up this topic by asking participants to state how they will support their leaders in child
protection work.
F. Notes
Some challenges faced by leaders
Poverty inadequacy of resources to support development activities, therefore limited
support to leaders.
Illiteracy- Poor understanding of issues that may lead to low support to leaders
Poor communication systems Poor dissemination of information leading to low
support.
Gender issues unequal power relations between men and women.
Inadequacy of skills in leadership.

Leadership styles
Autocratic Leadership Style characterised by:-
The leader makes any (and all) decision that relates to the community or organization.
The leader is the focal point.
Leader controls all information, work e.t.c.
Leader attains implementation through coercion, benevolence and manipulation.
Thus an individual monopolises leadership in a community or organization.
Democratic style
Leader(s) shares influence with the group.
Decisions are made after discussion there is exhaustive consultation in the group or
community.
Laissez-faire style
Leader exerts no influence.
Leader is only a figure-head.
Group is overloaded with roles.
Group/Community frustrated because there is no leadership/guidance.
Ambiguity and conflicts abound in the community group.

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Topic 5: Skills for working with children

Purpose
The purpose of this topic is to expose the participants to ways of communicating with children
and the ethical considerations that need to be observed while working with children.

Objectives
1. Understand the term communication.
2. Describe actions by adults that may hinder effective communication with children.
3. Explain reasons why children may not communicate.
4. Explore approaches of getting information form children.
5. Discuss techniques of relationship building from children.
6. Discuss ethical considerations while working with children.

Time required for the session 3 Hours 45 minutes

Resources

Step 1 (20 minutes)
Introduce the session by informing the participants that they are going to discuss ways of
communicating with children. Tell them that they are going to pretend to be children throughout
the session. Write the topic of communication on the flipchart/board.

Ask the participants what they understand by the term communication. Discuss their responses
and agree on a common understanding.

Explain that communication is the process of giving information or making emotions or ideas
known to somebody. Tell them that in communication, there is the sender of the information on
one side and the receiver of the information on the other side. In between is the medium of
communication.

Emphasize that the process is not complete until feedback is received
from the receiver to the sender of the information given. Therefore,
communication is not complete unless feedback is received back to
the sender.

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Step 2 (25 minutes)
Explain to the participants that sometimes when adults are communicating with children, certain
actions may make children not to open up to discussions. In buzz groups of three, ask
participants to discuss actions by adults that may hinder effective communication with children.
In plenary, discuss the responses and list them on a flip chart.

They may include, shouting at children, laughing, being critical, and not trusting what a
child is telling among others.

Step 3 (20 minutes)
In a brainstorming session, ask participants to point out cultural practices that influence how
children communicate with adults. Discuss how these practices impact on children later in life
and how they can be overcome.

Step 4 (15 minutes)
Highlight that sometimes children find it difficult to talk to adults because of other reasons that
are not related to adults. It is however, the role of adults to find out the best way of getting the
children communicate. It may take long but the adult should be patient. In a brainstorming
session, ask participants to identify these situations, discuss them and make comments.

Some of the reasons include trauma particularly after traumatic events, difficulty in
expressing one self, shame and embarrassment of a situation, fear of reporting an event
among others.

Step 5 (90 minutes)
Introduce approaches of discussing with children. Inform participants that adults need to bring
themselves to the level of children for them to effectively communicate with children. Tell them
that the approaches used should create a conducive environment for children to open up, feel free
and discuss.

Explain further that the approaches should enable children to communicate their ideas in the best
way they understand. Explain the approaches, allowing questions and comments:
Written methods: In this situation, children are facilitated to write their own views about
various issues, they could list down issues or write essays
Focussed group discussions. This facilitates children to discuss and air out their concerns in a
relaxed atmosphere. They are organized with small groups of between 10-12 people with a
moderator and a note taker. The moderator guides and controls the group discussion and
ensures that all members have been given a chance to contribute during the discussions.
Explain to the participants that these actions may intimidate or
threaten children in which case children withdraw and therefore shy
away from engaging in a discussion.

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Role-play combined with focussed group discussion: In this, children are facilitated to act out
certain situations that could depict what they are going through.
Visual method and focussed group discussion: Childrens discussions are stimulated through
motivating them with visual objects such as pictures which stimulates their discussions
Drawings. Children can be asked to express certain ideas or depict certain issues through
drawing them down, this are then interpreted.

Ask for volunteers to demonstrate the use of focussed group discussions, role-play combined
with focus group discussions and visual method combined with focus group discussion. Discuss
each method after the presentation and make comments.

Step 6 (20 minutes)
Introduce participants to relationship building skills. Ask participants to name the different
relationships in childrens lives, which may include family, teacherchild, child-adult and with
other friends.

Explain to the participants that these relationships influence childrens behaviour either
positively or negatively. Indicate that, for good relationships to form and thrive, there are certain
conditions that have to be experienced. Demonstrate by use of an example of a ship and
explain that just like a ship requires certain conditions for it to float, so does a relationship
require certain conditions for it to thrive. In a brainstorming session, ask participants to name
these conditions. Receive the feedback, discuss and make comments.

These conditions include honesty, trust, love, kindness, respect, recognition, caring,
showing concern among others.

Explain to the participants that building caring relationships with children includes promoting
teambuilding, active listening, and a variety of communication strategies. Understanding
acceptable and appropriate behaviours in a variety of situations and cultural contexts is a learned
skill that should be applied in relationship building. Children therefore develop this
understanding and feel more secure when consistent limits, appropriate consequences, and
realistic expectations of their behaviour are clearly and positively defined.

Add that it is therefore important to establish trust, appropriate communication skills and
effective listening skills when developing relationships with children. Point out that children
need caring relationships with others, particularly a show of concern in their feelings and needs.
Through building relationships with children, especially those in need of special protection, the
service provider gains trust of the children, and therefore able to establish and understand better
their situation in order to respond appropriately.

Tell the participants that these approaches are child-focussed and they
enable children to effectively articulate their views on various issues.

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Step 7 (15 minutes)
In plenary, explain to the participants that when discussing with children, it is important they
observe that ethical principles are observed and that informed consent must be negotiated with
the children. People therefore have a responsibility to children to:
Do no harm
Protect children
Agree on any appropriate intervention with the child/children
Do not expose children to risk or harmful information
Do not exploit adult power.

Step 8 (15 minutes)
In a brainstorming session, ask participants the ethical considerations they would observe when
communicating with children. Receive feedback, discuss and make comments.

Point out that because of the special position of children in
society it is necessary to seek the permission of a parent or
guardian as well as the individual consent of a child. The consent
of an adult alone is not sufficient, as children are themselves
individuals with their own rights. Informed consent means that
the children have been explained to why they need to give
information and how the information will be used. They should
also be told that they can choose to talk or not to and that they can
withdraw from the discussion at any time
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Step 9 (5 minutes)
End the topic by emphasizing the importance of using approaches that are friendly to children
and also observing the ethical considerations. Explain to the participants that they have a
responsibility to protect children at all times. Allow for questions and answers.

Ethical checklist while working with children
Children should be informed of everything that is involving them, for example, if it is
an interview, they ought to know what it is about, what information is being sought,
what methods will be used, how the interview results will be used and its possible
consequences;
Based on this information the child can consent or dissent at any point during the
interview process;
Ensure that no child, or adult or community suffers harm as result of interview;
Protecting anonymity and confidentiality;
Protecting safety and security;
Not causing distress;
Dealing with distress if it occurs;
Ensure the best interest of the child is the cardinal principle in all cases;
Do not encroach on privacy;
Avoid asking intrusive questions;
Probing for information when it appears that a child would rather not give an answer;
Recognize the moral obligation of an adult to protect a child that is placing itself at
risk by taking team decisions on when and how to intervene;
Do not act as a teacher or instructor, do not tell children they are wrong or contradict
the information they give;
Minimize the power imbalance inherent in relations between children and adults;
Always keep promises made to children,;
Do not give children information about things they do not yet know and are not yet
ready to know.

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Topic 6: Child counselling skills

Purpose
The purpose of this topic is to enable participants acquire knowledge and skills in counselling.

Objectives
1. Understand the term counselling
2. Describe the qualities of a good counsellor
3. Discuss the skills used in counselling
4. Explain the counselling procedures
5. Determine how one should talk to children

Resources

Step 1 (5 minutes)
Write the term counselling on the flipchart/board. Ask participants what the term means.
Receive responses, discuss and arrive at a common understanding.

Step 2 (15 minutes)
In pairs, ask participants to discuss the characteristics that would befit a good counsellor,
particularly for children.

In plenary, receive feedback, discuss the qualities and ask participants to explain why those
mentioned are good qualities of a counsellor. Note the main points on a flipchart.

They may include, honesty, understanding/emphatic, non judgemental, flexible, sensitive
to the clients needs, a good and active listener, accepting the clients views and being
respectful, establishes rapport with the client among others

Step 3 (10 minutes)
Explain to the participants that there are certain principles that should be observed while
undertaking a counselling exercise. Ask the participants to brainstorm some of these principles.
Receive feedback, discuss and make comments. List the principles on a flipchart.
F. Notes
A process where an individual is helped his/her problems or situation and deciding what steps
to take to solve a problem.

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They include:
Having a private venue for the exercise;
Seating in a comfortable position (both for the counsellor and client);
Respecting clients values;
Giving the client more time to speak and doing more listening;
Maintaining confidentiality;
Observing the communication techniques.

Step 4 (20 minutes)
By a show of hands, ask participants how many have been involved in counselling at any level.
Ask them to share their experiences and discuss the nature of and the process they undertook in
the exercise.

Building on the discussions, explain the process of counselling process. Allow for discussions
and comments.
Step 1: Building rapport: This involves welcoming the client and making the client feel at
ease, it may include greetings, offering a seat, reassuring the client and showing
warmth.
Step 2: Assessment: This involves asking the client some questions to understand the
client and the problem.
Step 3: Analysis and diagnosis: This step calls for the counsellor to re examine the
information collected to come up with the problem and probable ways of solving
the problem. Discuss the possibilities and agree with the client
Step 4: Identifying the solutions for the identified problem and coming up with
possible solutions
Step 5: Follow up arrangements to find out the progress

Step 5 (25 minutes)
Explain to the participants that when counselling someone, there are certain procedures that one
has to follow. Tell them that it is important to be organized and carry out the counselling exercise
in a manner that makes the client, particularly children feel at ease and therefore help them speak
out their problems.

Ask the participants to identify some of the procedures that need to be undertaken in counselling
children. As they are mentioned, discuss and analyse them and note them on a flipchart/board.

F. Notes:
The procedures include:
Understanding that the child can decide to stop the counselling session;
Give the child time to express themselves in their own words;
Avoiding to interrupt the child while talking;
Not taking the lead;
Being a good listener;
Avoiding imposing ones feelings to the child.

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Highlight to the participants that the counsellor ought to be a good listener, first and fore most in
order to be able to help the child. Explain to the participants that to be a good listener, one has to:
Build trust in the child so that the child can be able to talk openly;
Show the child that you understand their situation;
Give the child hope;
Be caring and loving;
Be there for the child and empathize.

Step 6 (30 minutes)
Explain to the participants that they are going to discuss ways of approaching children for a
discussion. Ask members to get to their label communities and discuss how they would approach
and undertake a discussion with children. Ask them to note their responses on a flipchart for ease
of reporting. Receive feedback, discuss and make comments.
The y should include:
Plan well beforehand how to meet the child and introduce yourself;
Introduce the purpose of the talk;
Start with an activity that makes children feel comfortable, for example, a role-
play, a song or a story;
Tell the children they are free to express themselves and all views are right;
Assure the children of confidentiality;
Encourage them to talk;
Allow them time to talk without disturbance;
Do not keep children for long;
Wind up the session by reviewing what they have discussed;
Bid the children goodbye.
Step 7 (25 minutes)
Inform the participants that they are going to stage a role-play on counselling a child. Tell them
that the play may focus on any issues and build in some sessions whereby the child is not
opening up to the counsellor. Ask for volunteers to prepare and present the role-play.

After presentations, discuss the role-play using the following questions:
1. What was the counselling about?
2. How effective was the counsellor?
3. How should a counsellor talk to children?
4. Why was the child not opening up to the counsellor?
5. What are some of the reasons that hinder children from opening up to counsellors or
adults in general?
6. How can one make children open up to talk?

Note the key points on a flipchart/board

Step 8 (20 minutes)
In a brainstorming session, ask participants to mention challenges that may be faced while
counselling children. Discuss the responses, allow for questions and comments. Ask participants
to give some suggestions how these challenges can be overcome.

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They include:
Difficulties in gaining trust;
Unwillingness from the guardians and children to open up and share;
Suspicion, fear and mistrust;
Lack of understanding on the part of a guardian.

Step 9 (10 minutes)
Conclude the session by asking the following questions
1. What are the steps involved in a counselling process?
2. Why is it important to confirm with the client whether indeed the problems identified are
hi/her problems?
3. Why is it important to assure a child during counselling?

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Topic 7: Life skills

Purpose
The purpose of this topic is to assist the participants in understanding the concept of life skills, its
importance and situations that need to apply life skills.

Objectives
1. Define the term Life skills.
2. Describe the elements of life skills.
3. Discuss situations that need to apply life skills.
4. Understand the importance life skills.


Resources
Markers, flip chart, masking tape, pens/pencils, writing papers

Step 1 (10 minutes)
Introduce the session by asking by a show of hands how many participants have heard of the
term life skills. Ask those who have heard of the term to share what they know about life skills.
Discuss their responses and arrive at a common understanding. If there is none, then explain the
meaning of life skills

Step 2 (30 minutes)
In a brainstorming session, ask participants to identify the elements of life skills. Ask them to
give an example of how these elements apply in real life situation. Discuss and analyse the
elements and the situations under which they may be applied. Note the key points on a flip chart.

F. Notes:
A composite of psycho-social and interpersonal capabilities which can help people to
make informed decisions, communicate effectively, and develop coping and self-
management abilities that may help them lead a healthy and productive life. Life skills,
may be directed toward personal actions and actions towards others, as well as actions to
change the surrounding environment to make it conducive to health.
The World Health Organisation (WHO) and UNICEF

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The may include:
Problem solving: This involves finding the best alternatives to successfully solve
the issue at stake;
Creative thinking: This is the ability to evaluate information and opinions in a
systematic, purposeful and efficient manner;
Decision making: This is the process of forming probability estimates of events
and using them to choose between different courses of action to solve a situation
in a most successful manner;
Coping: This is the ability of one to encounter, contend successfully with, deal
with or manage successfully;
Communication: This is the activity of conveying information;
Self esteem Used to describe how people feel about themselves and how they
feel about themselves influences their reactions towards others and what they
accomplish in life;
Interpersonal relationship: This is developing and maintaining social relations
between people;.
Empathy: A sense of shared experience, including emotional and physical
feelings, with someone or something other than oneself;
Assertiveness: Consistently demonstrate an ability to create win-win scenarios
in interaction with others. He/She honours the rights of others to share ideas,
opinions, questions, feelings, and to be accountable, and also reserves this same
right for himself/herself;.

Step 3 (25 minutes)
In plenary, pose the following questions to the participants and discuss:
Culturally, how were life skills instilled in the young people?
Who was charged with the responsibility of teaching the young people life skills?
What ways were used to teach these skills?
How can teaching of life skills be enhanced?

Discuss the responses from each question and make comments. Allow participants to share
experiences from their communities.

Step 4 (15 minutes)
Explain to the participants that children are faced with difficult environments that pose great
challenges and even threats to their lives. Therefore they require to be empowered to address the
challenges they face. Inform the participants that these situations include orphan hood, caring
and supporting People Living with HIV/AIDS (PLWAs), personal coping, emotional stress,
effective communication, challenges of living on the street, working and many others that
require psychosocial skills to complement cognitive knowledge.

At this point pose and ask participants to identify how children may apply life skills to cope with
the various life situations. Discuss and make comments.

Emphasize to the participants that it is in the context of the difficult and challenging situations
children face, that life skills have been designed to enable young people address the issues that
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face them. Such issues include culture, violence, sexuality, relationships, stigma, care and
support and effective communication.

Step 5 (15 minutes)
Introduce to the participants the importance of life skills; at this point ask the participants why
life skills are important. Receive feedback and discuss. Note the key points on a flip chart.
They enable people to apply the conceptual thinking and reflection in concrete
situations;
They build capacities for effective interaction with the environment and provide
an appropriate motivational attitude;
They involve psychological prerequisites for successful performance, such as
problem solving capacities, self-confidence and skills for critical thinking.

Explain the importance of life skills. Inform the participants that life skills are contextual,
meaning that they are defined and dependant on particular life situations through out life.

Point out further that
Life skills are developed as a result of a constructive processing of information,
impressions, encounters and experiences, - both individual and social - that are a part of
ones daily life and work and the rapid changes that occur in the course of ones life.
The social dimensions are particularly important as they condition life itself and compel
individuals to purposefully acquire skills, develop attitudes and values in order to face
and master real life situations

Step 6 (15 minutes)
Explain to the participants that children have to be assertive though not aggressive in their
actions and relations with others. At this point, pose and ask the participants the difference
between the two terms. Receive feedback and discuss the meaning provided and arrive at
common understanding in plenary.

F. Notes
Assertive. This refers to communicating in a way that is polite and not threatening to other
people. One is able to state their opinions, feelings and rights without actually jeopardizing
other peoples rights. In short, one is able to communicate to others what they want or stand
for without affecting others.
Aggressive: This is communication in a way that threatens to punish other peoples feelings
or opinions. One tends to dominate, insists on their rights disregarding other people feelings
and denying their rights. One has very strong and threatening body language. Such
behaviours include shouting, demanding, looking down on others and pointing at others

202
Step 7 (30 minutes)
Ask for volunteers to prepare and perform two short role-plays on assertiveness and
aggressiveness. Allow for presentation of the role-plays, one at a time followed by discussions
using the following questions:
1. What happened in the role-play?
2. Did the approach work well for the situation? What are the reasons for your
answer?
3. How can you enhance childrens behaviour to be assertive at school, home, in the
community?
4. Explain some situations facing children and would require them to be assertive?

Encourage participants to discuss and share from experiences

Step 8 (10 minutes)
Conclude the session by emphasizing the importance of children learning life skills as this helps
them meet and overcome challenges that may face them. Allow for questions and comments
from participants.

203

Topic 8: Gender issues in child protection

Purpose
The purpose of this topic is to introduce participants to gender and its relationship to child
protection.

Objectives
1. Explain what is meant by gender.
2. Explain the gender issues in child protection.
3. Describe how gender mainstreaming may enhance child protection.


Resources required:

Step 1 (5 minutes)
Introduce the topic and write it down on a flip chart. Explain the purpose and objectives of the
topic.

Step 2 (20 minutes)
Write the terms gender and sex on the flip chart. Ask participants to write the meaning of the
two terms on a piece of paper. Collect the pieces of paper and ask one of the participants to read
each definition. Pin each piece of paper on either side of the flip chart, under the term gender and
others under the term sex.

As you do this draw out the salient differences between sex and gender. Underline the fact that
sex refers to the biological classification of human beings into either male or female. Thus, sex is
the physiological differentiation between female and male. Explain that on the other hand,
gender refers to the social additions to male and female identity. Add that gender is the social
relationships and roles assigned to male and female.

204

Step 3 (30 minutes)
Introduce the concept of gender issues by giving a case story of the differential treatment of
children in any community participants are familiar with. You may cite issues such as access to
education, or care and support given to boys and girls.

Ask participants to reflect and cite cases of gender unfairness in their communities. Ask them to
raise their comments. Note their responses on the flip chart/chalkboard.
Some of the gender issues raised may include, but not limited to:
o Girls being married early at tender ages;
o Girls being more overworked than boy;.
o Less girls being taken to school than boys;
o Girls suffering sexual harassment and exploitation by boys and men.

Once they finish, ask them to comment whether it is fair that one is unfairly treated just because
he is a boy or she is a girl. Summarise by making reference to the Convention on the Rights of
F. Note
Gender issue: Area of or occasion of inequality and unfairness in relationships between men
and women. This may be manifested in:
o Gender gap - for example the difference in numbers between boys and girls
in the education system.
o Gender discrimination unfair denial of opportunity on basis of gender.
o Gender oppression unfair treatment and harassment on basis of gender.
F. Note
Gender is:
o Socially assigned;
o It is learnt;
o Society specific, just as culture is specific;
o Changeable;
Sex is:
o Biologically determined;
o Permanent as it is inborn;
o Universal, as human beings are the same everywhere.

Underscore the fact that a gender issue arises where there is an
unfair and unjust treatment of boys and girls, men and women.
The unwarranted differential treatment is essentially a gender
issue.

205
Girls just as boys, have the right to
education even when there is a crisis
in the family such as HIV/AIDS
the Child and the fact that all human beings are entitled to equal treatment irrespective of their
gender.

Step 4 (30 minutes)
Write the term care on a flipchart. Explain to the participants that in most communities,
women and girls are charged with the responsibilities of providing care to the family members.
In a brainstorming session, ask participants to discuss the roles women and men, boys and girls
perform in their communities.

Highlight the fact that women and girls take a greater share
in caring for family members. Point out that even in homes
with a sick family member, particularly in this era of
HIV/AIDS, women and girls take the greater burden of
caring for the ailing members of the family. For girls, it is
even worse because they are withdrawn from school and
other activities to care for the sick.

Ask participants to share their experiences from their
communities on who cares for and protects children. Stress
that these responsibilities should be shared within the family
and community members, and when they are allocated to
girls, they should not be detrimental to their development.

Step 5 (60 minutes)
Write the term gender mainstreaming on the flip
chart. Ask participants to think about the structure of a
big river. Ask them to think about the main river and
the tributaries. Pose the question, if one wanted to benefit from the river waters on a sustainable
basis, whether they would concern themselves with the tributaries or with the main river?

Drawing on this analogy, link child protection to gender mainstreaming by explaining that
gender mainstreaming is about bringing the gender issues and child protection to the attention of
relevant governmental authorities and ensuring that they are addressed as a core area of concern.

Underline the fact that gender mainstreaming is indeed a process of deliberate empowerment of
men and women in society as it ensures:
Equality of opportunity;
Fairness and justice;
Humane treatment of men and women.

Stress that gender mainstreaming in child protection may entail:
Setting up appropriate gender responsive child protection policy;

206
Instituting an institutional mechanism for dealing with gender issues in child protection
at all levels of society;
Allocating adequate financial and other resources for addressing gender issues in child
protection.

Send the participants to already established label community groups and ask them to:
Identify gender issues in child protection in their communities;
To suggest ways of addressing these on a sustainable manner as an area of core
importance in society and government.

Ask them to put their responses on a flip chart. Receive group reports, discuss as you highlight
main areas that need mainstreaming in the country. Note key points on the flip chart.

Step 6 (20 minutes)
End the topic by asking participants to state how they will ensure gender is mainstreamed in their
child protection activities.

207
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211

ANNEXES
212
ANNEX 1

TASKS FOR THE PARTICPANTS

The following tasks will be undertaken by you (the participant) after completion of the training
in child protection. Read them carefully and if you have any questions, ask the facilitator to
explain.

1. Develop a directory of orphans in your constituency: Network with other stakeholders
and other community members in identifying the orphans and other vulnerable children.
2. Keep a record of births within your constituency: Work closely with the chiefs in the
community and assist in keeping an up to date record of births in your constituency.
3. Maintain a directory of community based organizations in your constituency: Indicate the
activities they undertake in protecting children and create linkages and networks with
them.
4. Keep a register of child abuse cases in your constituency: Record all the child abuse cases
and report them to the District Social Welfare Office for further action.
5. Make follow up on abused children: Follow up and continuously provide required
support and assistance.
6. Prepare and submit monthly reports to the District Social Welfare Office.

213
ANNEX 2:

PRE TRAINING ASSESSMENT FORM

Name
Gender
Occupation/Position in society
Address ....................................................................................................
Telephone ....................................................................................................
District
Date of training

Please answer the following questions as honestly as possible.

1. How were you selected to attend the training on child protection?

2. List down any experiences you have had working with children before.

3. Describe some of the challenges/problems experienced by children in Malawi.

4. Suggest some ways in which these challenges/problems can be addressed.

5. Have you participated in any training on child protection before?
No YES

6. If yes, answer the following
a. Where was the training held?
214

b. When was it held?

c. Who organized the training?

d. What areas were covered during the training?

7. On a scale of 0 to three (0 3), indicate by a TICK your level of knowledge about the
various topics indicated in the matrix.

NOTE:
0 No idea about the topic
1 - Some rough idea about the topic
2 Working knowledge on the topic
3 Very conversant with the topic

Topic 0 1 2 3 Remarks
UNIT 1: Introduction to child protection
o Human Rights Instruments
o Childrens Rights
o Human Rights Approach to
Programming

Unit 2: Challenges to child protection
o HIV/AIDS
o Poverty
o Malnutrition
o Humanitarian Crisis
o Cultural Factors

Unit 3: Child protection issues
o Orphans and other vulnerable children
o Children living on/off the streets
o Children involved in employment
o Children with disabilities
o Abused children

UNIT 4: Early Childhood Care And
Development

UNIT 5: Introduction to social work
215
UNIT 6: Roles and responsibilities of duty
bearers
o Government and the State
o District Assemblies
o CBOs/NGOs/FBOs
o The role of the community
o The role of the family

UNIT 7: Project design and management
o Community assessment
o Data collection
o Project proposal development
o Project design and management
o Report writing

Unit 8: Community capacity building
o Community mobilization
o Networking and advocacy for child
protection
o Leadership skills
o Skills for working with children Child
counselling skills
o Life skills
o Gender and child protection

8. What do you expect to get from this training?

9. What are your fears, if any, of participating in this training?

THANK YOU!!!
216
ANNEX 3:

DAILY EVALUATION FORM

Name
Gender
Address ....................................................................................................
Telephone
District
Date of training

Please indicate your feelings about the session by responding to the following questions.
1. How did you find todays session?
1. Too long 2.Adequate 3 Too short

2. How much did you benefit from todays session?
1. Too much 2.Much 3 Not much

3. How clear was the facilitator during the presentations?
1. Very clear 2. Clear 3 Not clear

4. How well did the facilitator help you in understanding the concepts and skills presented
today?
1. Very clear 2. Clear 3 Not clear

5. How adequate was the information you got today in helping you in child protection?
1. Very adequate 2. Adequate 3 Not Adequate

6. Please list here the activities you would like reviewed?
a)
b)
c)
d)
e)

7. What were your exciting moments of the training? Explain why.

217

8. What were your most dull moments of the training? Explain why.

THANK YOU!
218
ANNEX 4:

FINAL EVALUATION FORM

Name
Gender
Address ....................................................................................................
Telephone ....................................................................................................
District
Date of training

Indicate your feelings about the training by responding to the following questions. Tick the most
appropriate.

A: HOUSEKEEPING ISSUES
1. Answer the following questions. Use the scale below and tick in the most appropriate box.
1. Not satisfactory 2. Fairly satisfactory 3. Satisfactory 4. Very satisfactory
1 2 3 4
1. Transport to training venue [ ] [ ] [ ] [ ]
2. Food [ ] [ ] [ ] [ ]
3. Accommodation [ ] [ ] [ ] [ ]
4. Organization of training venue [ ] [ ] [ ] [ ]
5. Administrative support [ ] [ ] [ ] [ ]

B: TRAINING ISSUES
2. How was the duration of the training?

3. How was the duration of the training sessions?

4. Was the time allocated to specific training activities sufficient?
219
1. Yes 2. No.

5. List down five (5) areas in priority that were most useful to you.
a)
b)
c)
d)
e)

6. List down five (5) areas that were least useful to you.
a)
b)
c)
d)
e)

7. What topics did you find most difficult to understand?
a)
b)
c)
d)
e)

8. List areas in child protection that you feel are important and were not covered and you would
like to see included in the training.
a)
b)
c)
d)
e)

9. List areas in the training you feel need to be improved.
a)
b)
c)
d)
e)

10. Describe one thing you are going to do in child protection in your community.
a)

220

11. Rate the following using the scale provided.
1. Not satisfactory 2. Fairly satisfactory 3. Satisfactory 4. Very satisfactory

Question. Remarks.
1 2 3 4
My goals were achieved.
My expectations were met.
The content was relevant.
The content was adequate.
The methods used were effective.
The training is useful in protecting
children.

The facilitators were effective.
The training has given me skills to
work with others in the community to
protect children.

The skills acquired will enable reach
out to children in need of special
protection.

12. Please write here any suggestions you have to improve these sessions.
a)
b)
c)
d)
e)

THANK YOU!!!!!

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