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Temeke Youth Development Network

Temeke Youth Development Network

TEMEKE/CHANG'OMBE, Tanzania

Parts of this page are in Swahili. Edit translations

Teyoden objectives

  • Ø  To create awareness about the dangers of HIV/AIDS and devise strategies for the prevention and mitigation of HIV/AIDS effects among youth and children.
  • Ø  To provide counseling to both in school and out- School on salient issues including of HIV/AIDS, drug and substance use and general behaviour using right based approach.
  • Ø  To conduct civic education on human rights, gender, democracy and good governance among the general population including the constitution, the rule of law and participate in democratization process.
  • Ø  To provide care and support to youth affected and infected with HIV/AIDS including people living with HIV/AIDS and Orphans.
  • Ø  To reduce unemployment through provision of entrepreneurship and necessary skills for self employment activities.

Activities include

  1. 1.       To conduct   life skills and entrepremeurship skills to youth
  2. 2.       Provision of start up loans through our youth SACCOSS
  3. 3.       Conduct training to youth on drug abuse prevention
  4. 4.       Conduct awareness raising campain on HIV/AIDS to youth in Temeke Municipality

TEYODEN Success

1. TEYODEN has contributed much in building unity communication and good relations among youths in Temeke municipality. We have about 1503 members in 24 wards of Temeke municipality trained in media Action, life skills, arts, peer sports coach, peer counseling, entrepreneurship and Organization capacity building.

2. Youths have access to news, education and knowledge on HIV/AIDS, Drug abuse, Entrepreneurship skills, Reproductive health, and Life skills and youth policies.

3. TEYODEN has facilitated the Youth entrepreneurship Platform in Temeke whereby 100 youth entrepreneurs meet every month to discuss and find solution s to their constraints and establishment of Youth SACCOSS.

4. Youth accountability, participation and involvement project has facilitated change in local government in Temeke Municiplaity during ward development meetings youth are part of the participants.

 

 

MRADI WA KUJENGA UWEZO WA KINA MAMA WADOGO WALIOSAHAULIKA

UTANGULIZI

TEYODEN kwa uratibu wa shirika la TAMASHA kwa ufadhili wa Population Council inatekeleza mradi wa mabinti wadogo waliozaa chini ya umri na kusahaulika na jamii.Mradi huu wa mwaka mmoja unatekelezwa kwa majaribio katika kata 4 ambazo ni Azimio,Mtoni,Kibada na Vijibweni zote za Manispaa ya Temeke.mradi huu unategemea kutoa matokeo yatakayokuwa kama mwongozo kwa kata nyingine zilizobaki kwa Manispaa nzima ya Temeke.

KWA NANI:-Wasichana 80 kutoka 4 za mradi

KWA NINI:-Imeshaandikwa sana katika taarifa na tafiti mbalimbali kuwa wasichana walio katika mazingira hatarishi wanakumbwa na changamoto nyingi kama vile.

 Kinamama wadogo waliosahaulika

    ·         Kutengwa na familia zao pamoja na waliowapa mimba.

  • ·         Kulea watoto peke yao.
  • ·         Ugumu wa maisha
  • ·         Ukatili wa kijinsia.
  • ·        
    • ·         Kufanya ngono bila ridhaa yao
    • ·         Kufanyishwa kazi ngumu na kwa muda mrefu

 WASICHANA GANI WATAFIKIWA:

  • Wasichana wenye watoto ambao wanaishi katika mazingira hatarishi
  • Umri wa kati ya miaka 15-19

 WASICHANA WANGAPI WATAFIKIWA:- Wasichana 96 watafikiwa katika mradi huu kutoka katika kata 4 za mradi Manispaa ya Temeke.Ambapo wasichana 16 watakuwa wasimamizi wa wenzao katika shughuli zote za mradi.

 KWA NINI TUNAWAFIKIA WASICHANA WA KUNDI HILI:- Upo ushahidi mwingi unaonyeshwa kwamba wasichana walizaa kabla ya umri na waliosahaulika na wapenzi na familia zao wanakumbwa na changamoto nyingi ambazo zinawaweka katika hatari za kuambukizwa V.V.U na kuishi katika mazingira magumu zaidi.Lakini hakuna programu zinazowaangalia kama kundi maalumu.

 Inakadiliwa kuwa katika Manispaa ya Temeke vijana ndio kundi kubwa wastani wa asilimia 60% hivi.Temeke ina kiwango kikubwa cha wasichana walio katika mazingira hatarishi na ambao hawaendi shule au wameishia darasa la saba.Kwa bahati mbaya V.V.U/UKIMWI.Programu nyingi za manispaa ya Temeke zinawalenga vijana walio ndani ya shule na walio nje ya shule kwa jumla.

 Kwa mujibu wa tafiti inayohusu kiwango cha hatari za maambukizi ya V.V.U kwa vijana walio chini ya miaka 20 ulifanya na Taasisi ya TAMASHA kwa kushirikiana na TEYODEN umeonyesha kuwa:-

Wasichana walio katika umri wa balehe hawapo salama popote pale katika mji huu wa Dar-es-salaam na kwingineko.Msichana anapofikisha umri wa kuvunja ungo tu anahesabika kama mtu mzima anayeweza kuchukua majukumu ya usichana. AsHivyo katika umri mdogo wa miaka 12 tu wanaanza kupata misukosuko ya kutakwa kimapenzi kutoka kwa wauza duka,wauza magenge,watu wa sokoni,walimu,madaktari,makondakta wa magari na watembea kwa miguu.Chanamoto hizi wanakumbana nazo pasipo na mbinu au kinga yoyote,mwisho wa yote hukubali na kupata mimba.Mimba hizi wanazipata katika umri mdogo na maisha yao huanza kuapata mwelekeo mbaya na kuharibika. Hata

wakiamua kuzaa au kutoa mimba bado athari zinakuwa wakati mwingine kuapata maambukizi ya VVU.

 

MASUALA AMBAYO MRADI UNATAKA KUYASHUGHULIKIA:-

Mambo muhimu ambayo mradi hauwezi kuyashughulika.

  • ·    
  • ·     Kiango kikubwa cha Umasikini

Mambo muhimu lakini sio shabaha ya mradi kwa kipindi hiki cha utekeleaji.

  • ·     Mfumo dume
  • ·    

Mambo ambayo hasa ndio shabaha ya mradi


  •  

 

MALENGO YA MRADI:-

Lengo (eneo linalotakiwa kubadilishwa)

kiashiria

Eneo linalopimwa

ü      Kuwezesha akinamama wadogo waliosahaulika kuwa wanaojiamini na wenye stadi za kujilinda dhidi vitendo vinavyoweza kuwaingiza katika maambukizi ya V.V.U.

ü      Wasichana wadogo wachache wanatumiwa kimapenzi

ü      Kupungua kwa ukatili kwa wanawake wadogo

ü      Kupungua kwa matendo ya ngono zembe kwa wanawake wadogo

ü      Idadi ya wasichana wanaotumiwa kimapenzi

ü      Idadi ya wanawake wadogo waliofanyiwa ukatili wa kijinsia

ü      Idadi ya wsichana wanaojilinda dhidi ya matendo hatarishi.

ü      Kuwawezesha kinamama wadogo waliosahaulika katika kuanzisha na kuendesha shughuli za uzalishaji ili waweze kujikimu na maisha.

ü      Uwepo wa shughuli za ualihaji mali za kinamama wadogo.

ü      Ongezeko la kipato cha kinamama wadogo.

ü      Kupungua kwa kiwango cha utegemezi kwa kinamama wadogo.

ü      Idadi ya miradi iliyobuniwa na inayofanya kazi.

ü      Kiwango cha mapato kwa mwezi

ü      Kiwango cha upatikanaji wa mahitaji kwa mwezi.

 

SHUGHULI ZA MRADI:-

Mradi wa kujenga uwezo wa kinamama wadogo waliosahaulika unalenga kuwawawezesha wasichana walizaa na kutengwan na familia au wenza katika stadi za maisha na eklimu ya ujasiriamali ili kuwalinda na tabia hatarishi ambazo zinweza kuwaweka katika hatari ya kuambukizwa V.V.U/UKIMWI. Mradi pi utawaweza kinamama hawa wenye umri mdogo kuanzisha au kuendeleza shughuli za kuwaingiza kipato.watagawanya katika makundi ya wale ambao wameaanza biashara ama shughuli nyingine za kuinua kipato na wale ambao hawajaanza shughuli zozotre za kibiashara ili kuona tofauti ya utendaji wao.

 

Zifutatazo ni shughuli zilizopangwa kutekelezawa katika kipindi cha mwaka mmoja.

 Utambulisho wa mradi kwa wadau ambao tunategemea watatupa ushirikiano katika hatua za kupwapata wasichana wenye sifa,hatua za utekelezaji na baadae kuhakikisha kuwa matokeo ya mradi yanaendelezwa.

 Wasichana 16 watateuliwa na kuwa viongozi na kama watu wa kuwaangalia kwa karibu hatua mbalimbali za mwenendo w utendaji wa walengwa katika kayta nne za mradi.Hawa wataweza kuwezeshwa kujua stadi za maisha stadi za ujasiriamali na mbinu za uwezeshaji.

 Utambuzi na usajili wa wasichana walengwa utafanyika ili kupata wasichana 80 ambao wataunda vikundi 8 na kuapatiwa mafunzo ya stadi za maisha na elimu ya ujasiriamali.

 Vikundi 8 vilivyoundwa vitawezeshwa kupata mitaji ya kufanya shughuli zao za uzalishaji mali na kurudisha kidogo kidogo bila ya riba.Fedha hizi zitakuwa zinazunguka kwa wasichana wengine.

 Walengwa pamoja na wasimamizi wao watakuwa na vikao vya kila wiki kujaili mafanikio changamoto na kujadili mbinu za kuboresha shughuli zao za uzalishaji mali na kupata elimu ya maisha.

 Mratibu wa mradi mwangalizi kutoka TAMASHA,wasimamizi wa walengwa kutoka kata za mradi na walengwa wenyewe watafanya tathmini ya kila baada ya miezi 3 kupitia majadiliano ya pamoja na walengwa ili kuona kama mradi uantoa matokeo yaliyokusudiwa na kuapata ushauri na mapendekezo juu ya ufanisi wa mradi.

 

MRADI WA KUONGEZA ARI YA UWAJIBIKAJI,USHIRIKI NA USHIRIKISHWAJI WA VIJANA KATIKA SHUGHULI ZA KIMAENDELEO NA ZA KIJAMII  KATIKA KATA 12 ZA MANISPAA YA TEMEKE.

  • SHUGHULI ZA KWANZA

KIKAO CHA UTAMBULSHO WA MRADI KWA WADAU KUTOKA KATA 12 ZA MRADI NA HALMASHAURI YA MANISPAA YA TEMEKE KILICHOFANYIKA UKUMBI WA AMKA YOUTH CENTRE TEMEKE,DAR ES SALAM.

Utangulizi

Katika kipindi cha miaka minne iliyopita (2002-2006), Halmashauri ya wilaya ya Temeke walianzisha mpango wa vijana walio nje ya shule (out of school youth programme) kwa kupitia ufadhili wa UNICEF .Na katika uanzishaji wa programme hiyo, vijana wamepata mafunzo mbalimbali pamoja na ziara za ndani na nje ya nchi.

Kutokana na juhudi hizo,  TEYODEN ilianzishwa ili kuunganisha nguvu za vijana katika kutatua matatizo yao , na pia  kuboresha mifumo ya uongozi, utendaji pamoja na uhakika wa upatikanaji wa rasilimali ili kuufanya Mtandao uwe endelevu na uweze kuendeleza vijana wa Temeke.

Katika ukuaji wa mtandao huu, changamoto mbalimbali zilmekuwa zikijitokeza katika usimamizi na uendeshaji wa mipango ya kila siku ndani ya TEYODEN hasa kwa sasa limejitokeza sana suala la uwajibikaji kwa vijana,ushiriki na ushirikishwaji wao katika shughuli za maendeleo na kijamii.

Sera ya maendeleo ya vijana ya mwaka 2007 inatamka wazi katika kipengele 3.3 kuwa vijana wana wajibu maalum katika jamii kama raia wema katika taifa lenye demokrasia.Wanatakiwa kulinda maisha yao,kulinda katiba ya jamuhuri ya muungano wa Tanzania,kuheshimu maadili katika vipengele vyote vya maisha na kushiriki kwa uhuru na kikamilifu katika maisha ya kijamii,kiuchumi na kisiasa nchini.Hata hivyo hakuna utaratibu ulio wazi wa kuwaanda vijana kutimiza wajibu huu wa kijamii.

Hivyo TEYODEN imefanya tafiti na kubaini kuwa kuna mahitaji ya kutekeleza mradi wa kuamsha ari ya uwajibikaji, ushiriki na ushiriki wa vijana katika shughuli za kijamii na kimaendeleo ili kutafsili sera ya vijana kwa vitendo .

 

Mradi huu unashughuli una shughuli 12 zitakazotekelezwa katika kipindi cha miezi 12.Taarifa hii inatoa maelezo ya shughuli ya kwanza ya mradi huu ambayo ni utambulisho kwa wadau wa maendeleo 26 ambapo wadau 4 ni kutoka Halmashauri ya Manispaa ya Temeke na 22 kutoka kata 12 za mradi.

 1.0       MCHAKATO WA SHUGHULI YA UTAMBULISHO WA MRADI KWA WADAU UKUMBI WA AMKA YOUTH CENTRE MANISPAA YA TEMEKE.

1.1       Utambulisho na ufunguzi wa kikao.

Kikao kilianza kwa utambulisho wa wadau yakifuatiwa na maelezo mafupi kutoka kwa mwenyekiti wa Mtandao bwana Swaka Abasi  na maelezo mafupi ya ufunguzi kutoka kwa Mheshimiwa John Bwana,Afisa maendeleo ya jamii kutoka Halmashauri ya Manispaa ya Temeke.Mheshimiwa bwana alitoa historia fupi ya mpango wa vijana walio nje ya shule na kuanzishwa kwa TEYODEN mwisho wa maelezo yake alifungua kikao

       1.1         Uwasilishaji mada ya wasifu wa TEYODEN

Mwasilishaji mada bwana Denis Chakoma Afisa mipango wa TEYODEN alianza kwa kutoa historia fupi ya Mpango wa vijana nje ya shule na historia fupi ya TEYODEN na kisha alieleza kwa kifupi Dira,Dhamira,Malengo na kazi za Mtandao,Mafanikio,Changamoto na kisha kumalizia na mapendekezo ya vijana ili kuboresha shughuli za kujenga ustawi na mustakabali wa vijana wa Manispaa ya Temeke.Pia katika mawasilisho yake alionyesha mahusiano ya idara yake na umuhimu wa vijana kupata mafunzo ya stadi za maisha na kujua sera ya maendeleo ya vijana ya mwaka 2007.

 

1.2         Uwasilishaji wa mada ya Mradi wa

Mwasilishaji wa mada bwana Yusuph Kutegwa katibu mtendaji wa Mtandao katika maelezo yake alifanya utangulizi wa kuonyesha mahusiano kati ya shughuli za mtandao na umuhimu wa kufanya shughuli mradi wa kuongeza ari ya uwajibikaji wa vijana katika shughuli za kijamii na kimaendeleo.Mradi huu ambao umepangwa kufanyika katika 12 za manispaa ya Temeke. Unakusudia hasa:-

 

1. Kuongeza uelewa  wa vijana katika stadi za maisha na sera ya maendeleo ya vijana ya taifa ya mwaka 2007.

 

2.      Kuanzisha na kuendesha majukwa 12 katika kata 12 za mredi ili kuweka katika mjadala changamoto za maendeleo ya vijana na kupendekeza mikakati ya kutua changamoto hizo.

 

3.      Kuongeza ushiriki na ushirikishwaji wa vijana katika vyombo vya maamuzi,shughuli za kimaendeleo na za kijamii.

Na utakuwa na shughuli zifuatazo katika kuhakikisha unafikia malengo yaliyokusudiwa:-

 

Ø  Robo ya kwanza ya mradi

1. Utambulisho wa mradi kwa wadau wa vijana na maendeleo manispaa ya Temeke.

2. Mafunzo ya siku 6 ya kwa vijana 40 juu ya stadi za maisha na sera ya maendeleo ya vijana ya mwaka 2007.

3. Kufanya ufuatiliaji wa matokeo na kukusanya takwimu za matokeo ya mradi.

4. Kuandika taarifa ya robo mwaka.

 

Ø  Robo ya pili  mradi

1.      Kutengeneza majukwaa 12 ya vijana katika kata 12 za mradi

2.      Kufanya midahalo 4 ya vijana kujadili changamoto na kuweka njia za kuzitatua.

3.      Kufanya ufuatiliaji na kukusanya takwimu za matokeo kwa robo ya pili

4.      Kuandika taarifa ya robo ya pili.

 

Ø  Robo ya tatu ya mradi

1. Kuanzisha na kuendesha kizio za kumbukumbu za ushiriki na ushirikishwaji wa vijana.

2. Kufanya ufuatiliaji wa matokeo ya mradi kwa robo ya tatu ya mradi.

3. Kuandika taarifa ya mradi kwa robo ya tatu ya mradi.

 

Ø  Robo ya nne ya mradi

1. Kutengeneza vipeperushi elimishi vya kuongeza chachu ya ushiriki na ushirikishwaji wa vijana.

2. Kuendesha matamasha 4  ya wazi ya kuelimisha na kuhamasisha ushiriki na ushirikishwaji wa vijana.

3. Kufanya tathimini na kuandika taarifa ya mwisho ya mradi.

 

Mwisho mwasilishaji aliwataka wadau kuunga mkono hatua zilizoanzishwa na vijana ili kusaidia vijana wa manispaa ya Temeke.

1.1         Mjadala wa wadau katika kuboresha mradi

Maoni ya  wadau kuboresha shughuli za mradi katika

Afisa vijana bi Marica alisema wakati mwingine tufikirie kufanya miradi ambayo matokeo yake yatakuwa ni vitu vinavoshikika mazao ,yake yasiwe kuinua tu uelewa wa vijana bali kufanya vijana kuwa wajasiriahmali na wazalishaji.pia mnaweza kuanzisha shughuli za SACCOSS katika uo umoja wenu.

Mandali Azimio

kutoka azimio alishauri katika shughuli ya tathmini na ufuatiliaji watendaji wa kata pia wahusishwe ili kuleta picha halisi ya ushrki wa wadau.pia aliomba taarifa za tafiti zinazofanya ziwe zinawafikia ili nao wafahamu mambo yanayoibuliwa na tafiti hizo.

Alisema mradi huu mzuri kwa kuwa utawezesha vijana kukaa pamoja na kupata nafasi ya kufanya shughuli za kiuchumi na kimaendeleo pia.

Sagara msumi

Alishauri kituo kisiwepo tu kwa kata za Temeke mjini kiwepo pia shughuli zake zitanuliwe mpaka kufikia katika jimbo la kigamboni ambako pia vijana wengi hushindwa kuja jimbo la Temeke kutafuta habari.

Afisa maendeleo wa Sandali

Alishauri kufanya mkazo katika genda ya wanawake kwa huwa ni wagumu kushiriki wakati mwingine hata fulsa zikitolewa.

Mtendaji wa Miburani

Pamoja na ushiriki wa vijana ni vyema mtengeneze structure zitakazo wawezesha vijana kujiepusha na UKIMWI kwa watoto wadogo sasa wamekuwa wakiambukizwa UKIMWI na watu wazima.

Pia alishauri vijana kabla ya utekelezaji wa mradi wapandikizwe spirit ya kujitolea miongoni mwao kwa kuwa vijana  wakipata tu kazi basi huwa wanapotea kabisa kituoni.Alisisitiza kuwa vijana wanakiwa kubaki kituoni hata kamawana kazi ili kuamsha mori kwa vijana wengine.

Muna kimbiji

Alishauri mtandao kutojihusisha na siasa wala kupendelea chama chochote cha siasa mara nyingine huwa inasababisha migogoro katika utendaji wa kazi

1.0       MAFANIKIO

1.     Fanikio la kwanza kubwa ni kuona kuwa TEYODEN inapewa uzito mkubwa na viongozi wa serikali kwa kuwa waliitikia wito wa kuja pamoja na kwamba walikuwa na majukumu mengi.

2.     Lakini pia imetamkwa wazi kuwa watendaji na viongozi wa halmashauri waliofika katika kikao kwanza wamepongeza juhudi za vijana lakini haitoshi wapo tayari kutoa ushirikiano katika shughuli zote za mradi hata kushiriki kwa vitendo.

  •  SHUGHULI YA PILI

TAARIFA YA WARSHA YA STADI ZA MAISHA NA SERA YA MAENDELEO YA VIJANA YA MWAKA 2007.

Report:

Life Skills Training for Young People:

Amka Youth Centre,

Temeke,

Dar es SalaaM

Prepared by:

| Winston Churchill | Facilitator | 

 

 

 

Table of Contents:

1. Introduction

 

2. Methodologies

 

3. Resource Materials

 

4. Proceedings

     Introduction

     Part One: Life Skills; Introduction and Life Skills Exercises

     Part Two: Application of Life Skills into Different Issues

     Part Three: Facilitation Methodologies

 

5. Achievements

 

6. Limitations

 

7. Recommendations

 

8. Annexes

Timetable:

Participants List                                                             

. Introduction:

The training was held in 3-8 January 2011, at Amka Youth Centre and organized by Temeke Youth Development Network (TEYODEN). It included young people from 12 wards of Temeke district both boys and girls under the age of 24 years old.

 This training intended for the peer educators at ward level to be trained in both life skills and facilitation techniques using participatory methods. The youth are responsible to run life skills sessions among the peers in their wards.

 Methodology:

The training methods and approaches based on participatory action oriented to enable participants take part in activities in order to make them fully acquainted with the issues and ease their understanding of life skills. 

Such methods were:

-          Role plays and mini dramas through different scenarios and case studies

-          Group work discussions

-          Ranking and values voting

-          Mapping and drawing

-          Games for team building and energizers and ice breaker

 Sessions were starting with an introduction of the topic followed by exercises, activities, games and energizers related to the topics that stimulate discussion or help participants understand better the issues.

 

Comprehensive summarizing was carried during wrap up on each session reflecting related activities and their meaning.

 

. Resources materials:

Reference Books:

Life skills Manual prepared by the Ministry of Labour, Employment and Youth Development

Skills For Life – Sara Communication Initiative

Life skills manuals prepared by UNICEF Tanzania

 . Proceedings:

Topics covered:

The training programme was divided into four main parts which are:

-          Life skills; introduction and life skills exercises

-          Application of life skills into different issues

-          Facilitation methodologies

-          Practical facilitation skills in the community / Field work

Basically the training started with the usual stuff as individual introductions, expectations and fears,

ne: Life skills; introduction and life skills exercises

What are the life skills? 

The session started with the scenario of a complex situation in order to assess participants’ understanding on life skills and in particular on the critical thinking part and decision making. Participants were asked to identify the life skills could be used out of the scenario and the decision which can be taken by a young girl at the moment. The discussion around was on what would be the difference if a boy faces the same situation giving again on age differences.

This followed by a presentation on the definition of life skills its classification and how they intertwine in different situations that young people are facing.

 The paragraph below gives the light of the presentation

 

Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.

 

Classification of life skills

The original WHO classification identified 10 skills as:

Self awareness

Empathy 

Coping with emotions

Coping with stress

Effective communication

Interpersonal relations

Problem solving

Decision making

Critical thinking

Creative thinking 

Emphasize was made to show how life skills can related to different content areas. Thus, life skills have been applied specifically to SRH and HIV/AIDS programmes, peace education, drug and alcohol abuse programmes, entrepreneurship, and civic education.

 Self Awareness:

Participants asked to draw the way they see themselves walking in their communities and how they can identify the picture they draw as well as how they think other people in their communities perceive them. Everyone has to introduce him/herself back to his/her group including his values, personal beliefs and attitudes.

 The exercise was linked to drawing of ‘your head’ and what is in ‘your head’.

These are the values they were exploring and critically start to think where are those values come from, who actually influence them on the way they are thinking and perceive things and how does that affect their live and of other people.

 The meaning of values was discussed earlier and then it was for participants to list those values and select the most important values which were arranged in Diamond 9 according to their priorities.

 Some of the common values for the whole group were:

-          My religion

-          My family

-          Education

-          Have many children

-          Friends

-          Husband/wife

-          Good health

-          Getting money

-          Good job

-          Becoming a good facilitator

-          Travelling abroad

-          Become a religious leader

 

Group shield:

Divided into eight groups, they were asked to draw a group shield that shows their group name, objectives, names of the participants, core values of the group and their slogan.

 

The exercise was specifically for team building and how different people can brought together to share common values as one group.

 

Identities:

Every participant has to brainstorm and list down more than 10 characteristics she/he think are very important to describe him/her as a person which includes talents and the things he internally and externally possess and admire, those which makes them proud and different from others. Starting with the statement I am………..

 

Some examples are

-          I am a man

-          I am a girl

-          I am a Tanzanian

-          I am from Dar es Salaam

-          I am a first born in our family

-          I am a Muslim/Christian

-          I am single and so on

 

In a list of 10 and more identities, each participants has to reduce them to the most 5 important identities. Then everyone was asked to identify how those identities affect their relationships with other people, do they make them feel more proud and privileged then others?

Are your identities gives you prestige?

 

In a group discussion participants pointed how they feel with their identities. They are however affecting their self esteem or make them proud but what matters is tolerance and respect with other people.

 

It was discussed that, some identities live forever and cannot be changed especially those of biological set up of being a man or a woman. It was agreed that other identities changes according to time, exposure and environment and when relating to others in the community.

 

Assertiveness:

A scenario of a girl standing in a queue…….

Sara is waiting in the queue at the hospital to take medicines for her sick mother. They have already been at the hospital for two hours and she still has to take her mother home afterwards. But at least there are only 5 people in front of her in the queue now. But then two people come in and greet one of the people in front of her and then join the queue.

 

Participants were asked to show their reaction in such situation.

A large group response was ‘aggressiveness’ including violent and non-violent response

Another group responded ‘assertively’, suggesting possible ways like talking to a person in front and those who cut the line

A few people choose to be ‘passive’ but were highly criticized by both groups.

 

Three role plays were played on how to respond assertively when talking to a friend or a husband/wife/boyfriend/girlfriend and a parent.

 

Assertiveness evaluation form was then given for individual assignment, which was the shared voluntarily for those who wished to do so.

 

The summarizing discussion was pointing into:

-          How culture affect assertiveness of young people in particular girls

-          Assertiveness can also be affected and challenged by personal values and beliefs

-          In order to be assertive a young person requires to do more assertiveness exercises

-          It’s good to practise assertiveness than to be passive or aggressive

-          In assertiveness it does not necessarily mean you will get what you want but it helps you to gain self confidence and make other people understand how you feel and as well understand their positions

 

Communication:

Starting with a message game, two groups were divided and assigned to deliver a message from one person to another.

 

A group of girls was asked to pass the message to the last person who was told to draw a house, a tree, clouds and a bird.

 

The same to the boys group asked to pass the message to the last person who then draw a house, a tree beside the house, a ball under the tree and airplane above the sky.

 

Obviously the drawing came differently having some details missing from the original instruction. The discussion confirmed how communication can be distorted from one person to another if it meant to be verbal and while the medium used is too long, that involves many people. The chain of communication definitely results to a wrong information as people do perceive things differently and translate them into their own understanding.

 

People hear what they are told but do not concentrate, so they either change the information or decorate with other unnecessary details.

 

Active listening game:

All participants sited in a group and a ball was handed over to the first speaker to discuss a topic that will involve everyone around the ground. No one was allowed to intervene unless he/she gets the ball. There was no maximum minutes given to a person to talk so that people can assess patience between participants and how some people are irritated to speak and cut someone off from talking. Thus participants learnt the important of listening from others and know how to wait until given a chance or even how people can’t wait until the first speaker finishes the talk.

 

Role plays:

Prepared by participants to show the difference between hearings and listen to each other

Three role plays were acted out:

-          People who talk at the same time and give other hard time to understand and concentrate – inactive listening and poor communication

-          People who talk and pause to give the other person a chance to understand and also talk – two way communication

-          A person who gives orders to another person without giving a chance to also questions – one side dominating communication which results to poor communication

 

Different types and ways of communication:

In groups they identified the following as the ways and types of communication:

-          Words – by writing on letters, news paper and through billboard advert, Radio and Television/video

-          Verbal - direct communication from person to another,

-          Action –non-verbal communication e.g.: different meaning of eyes twisting, head nodding, shoulders and the whole concept of body language.

 

Presentation on the model of communication, that also insists on factors that causes communication breakdown.

 

Participants learnt on the importance of using verbal and non-verbal while communication, pointing that people should be very careful with the gestures and the way they act while talking.

 

Few role plays were prepared and played by participants on effective negotiation skills and how to cope with pressures from friends and peers.

 

Critical thinking skills:

In critical thinking skills they basically worked on the problem solving and decision making exercises.

 

The first exercises in problem solving were joining the dots and brainteasers which challenges young people/the participants to start thinking outside the box. As far they are trying to solve the problems using very odd ways, is the more they get stuck and confused. At least one person in a group of 72 was able to join the dots through his own creativity. Everyone learnt in the discussion and presentation that, using your head in critical thinking is the most important part of life skills as it also enables a person to think creatively and necessary taking risks. For those who could not try new ways got stuck and thought the Brainteaser was almost impossible to solve.

 

3Cs to Decision making:

Case studies were distributed to participants to work on the example given. Some groups were having both boys and girls and for one scenario girls were divided into a different group, for a special case which it requires to extort the reality of how girls feel and what they can decide better.

 

3Cs stands for: Challenges, Choice and Consequences (positive and negative)

For example in the following case study girls gave a very distinct decision as it was done by boys.

 

Khadija has completed her studies and now she is at home. Her mother introduces her to Mahmud and says that the man would like to marry her. Her mother says, Mahmud’s wife had died three years ago when they were living abroad, and now he came back to find a wife. No one knows the reason for the death of the wife, but she was very sick before she died. Khadija had a boyfriend in school and they promised to marry each other when they grow up. Everyone at home tells Khadija not to let Mahmud down.

  • ·         What is the problem facing Khadija?
  • ·         What is she going to do?

 

 

Challenge

Khadija is forced to marry man she did not love or even know

Choice

Consequences

Positive

Negative

To accept marrying a man

Please the parents

Loose a boyfriend she loves

Find a husband

Put her life at risk, cause she don’t the man very well

 

Risk of HIV

To refuse getting married to a man and run away from home

She will be safe from the risk of HIV

Bad relationship with parents

She will marry a boyfriend she loves

She will be chased from the family

She will be free and happy with her decision

 

Commit suicide

No positivity

End her life at a young age

Decision

To refuse getting married to a man and not necessarily run away from home, but talk to the parents and tell them how she feels but stick to the decision of not wanting a man

       

Otherwise the boys group who did the same scenario, decided that the girls should get married to a man and not refusing her parents proposal. This provoked a discussion on who should make the decision to others.

It was learnt that, everyone has to make his/her own decisions from informed choices alternatives that are supported by the environment the person is living in. there is a need to consult others for more options but the final decision remain to a person him/herself.

 It is difficult to make decisions to others as it is difficult to know how they feel.

People can make good decision when they have self confidence and self esteem and eventually they are taking risks in every decision they make.

 Other scenarios were:

 Jerome and friends are walking near the market. They are bored and really wish they had something to do. One of them says that they go to the shop and steal some bread. Some of the friends agree because they feel hungry…

  • ·         What can Jerome do?
  • ·         What is the problem? 

Adam works in a shop part-time and also he is going to school. One day Adam arrived at the shop and finding the owner waiting for him. He begins saying that Adam has stolen some money and few things are missing from the shop. Other workers also say Adam is responsible for the loss.

  • ·         What problem is Adam facing?
  • ·         What can he do?

 In a wrap up, facilitators insisted that, in order to make good decision a person has to stick to the decision points and act accordingly from what is going to give better results.

 Goal setting:

Scoring a goal game

Two chairs were placed about 7 meters as the goal in the football field. Two volunteers were given a ball to score. One missed a chance to score and the other scored.

 The ball was then placed near the goal about 2.5 meter and all were able to score at this time.

 In a 5 minutes feedback each volunteer shared his/her sentiment from the achievement and non achievement when aimed at scoring at the same target/point.

A boy explained on how he was focused and concentrating on the direction without letting anything to interfere and he was confident on scoring provided that he plays football and have skills on how to kick the ball to the right direction. 

The girls explained on how difficult for a person who doesn’t have enough practice and lack of skills to score as far as the goal is far from where the ball was. It was easier to score when the goal pulled closer because less effort was needed and closer the goal was, the more she gained confidence.

 A plenary discussion followed to for each group to list down what are the most important things to consider when setting for goal in life.

-          There are always short term goals and long term goals

-          People should know what they plan to achieve and how to achieve

-          In order to attain your own goals you need to have skills required, resource and preparation (experience)

-          Goal setting is a continuous process in life 

Part Two: Application of life skills into different issues

Adolescence:

Working into groups of boys alone and girls alone, participants discussed to identify physical changes of each sex group during adolescence stages.

 They were also asked to draw the pictures of their lives and characteristics of every stage until the final age of an adolescent.

 Each group wrote down the reasons why they enjoy being of that sex group and if they would enjoy being of the opposite sex and vice versa.

 Why I would like to be a boy

Why I would like to be a girl

 And….

 

Why I would not like to be a boy

Why I would not like to be a girl

 A strong debate followed after show how people enjoy their sexuality and advantages that the other sex has. 

 Participation:

Divided into groups of where the participants are coming from. Each group draws the map of their area and identifies:-

-          Where are they participating?

-          What decisions are made by them?

-          At what level is the highest level for them to make decision?

-          Are the decision taken? (any influence)

-          Are they satisfied with the participation and decision they make?

 General feedback from the group discussions:

-          They are involved in decision making in their organization on issues of education, health and community development, environmental issues, peer education.

-          The highest level they can be involved to participate and make decision is district level  

-          There is an influence to the decision they make at those levels

-          They are not satisfied with their decision because it affects only their district and not goes beyond that

-          Very few young people have a chance to participate at the national level who have been involved in the development of Youth Policy

 What else could be done:

-          Engaging young people in raising awareness about youth participation, networking, negotiation with the elders, increase participation at higher levels, meet with government officials and meeting with parents

-          Allocation of more resources for youth and more training in entrepreneurship skills and livelihood projects

 Presentation on the ladder of participation  

This was followed by the discussion on where young people fit when they see their participation. In most cases it remains at the lowest levels and sometime goes above that but with little influenceLeadership:

The session was dominated by the presentation on leadership styles and definition of leadership. The last part was for participants to prepare mini drama showing different scenarios and cases about leadership.

 

Drama One:

Leadership with the features of dictatorship

 Drama Two:

Democratic leadership

 

Group work given for participants to list characteristics of a good leader.

 Gender and stereotypes:

At most this session was carried through dividing girls and boys into different gender groups. This enabled each group to discuss their issues and issues concerning gender in a very comfortable space.

 It started by all groups to define what is gender and the difference between gender and sex. Simply participants understood what does those terms mean so the main part was focused on gender responsibilities and stereotypes.

 They were asked to work in the groups to finish the following statement into various options/endings:

 For girls:

If I was a man, I will …………… …………………………………

 For boys:

If I am a woman, I will ………… … ………………………………..

 Feedback from the girls’ group:

If I am a man, I will …….

-        Be the president of my country

-        Improve my country

-        Wash my wife’s feet

-        Be good cook and wash clothes

-        Love my wife

-        Be honest to my wife

-        Feed my wife with my hand

-        Be famous football player.

-        Marry another wife

 Feedback from the boys’ group:

If I am a woman, I will….

-        Listen to my husband

-        Give the first priority to my husband as the head of the family

-        Respect my husband

-        Make him be famous person

-        Satisfy my husband’s needs and comfort him

-        Have mercy on my children

-        Seduce men and cheat them, but I am happy that I am not a woman.

 Another assignment was given before the main discussion. Each group was asked to write how they perceive people of the opposite sex.

Girls groups:

Men are….

-          Unkind

-          Like to lead

-          Dictators

-          Fight with enemies

-          Greedy, like money and food

-          Like to marry many wives and have many women

-          Irresponsible

-          Responsible (these two opinions are from different groups of girls)

-          Jealous

-          Like their country

-          Like victory

-          Use drugs

-          Fathers and brothers of everyone

-          Women comes from men

-          Decision makers in family planning

-          Take care of women

-          Inventors

-          No men no life

-          Pillars of life

-          Leaders

-          Power of the worlds

 

Boys groups:

Women are….

-          The backbone of the community

-          Kind

-          Like luxuries and relax

-          To improve community

-          Attractive to men/they seduce men

-          Always polite

-          Like to participate in decision making

-          Beautiful

-          Educators

-          Flowers

-          Mothers

-          Behind every great man

-          Gossipers

-          Mother of peace

-          Having soft skins

-          Can’t listen to each other

-          Productive

-          Have empathy

-          Good advisors

 After all presentations discussion was held on the rising issues. The discussion was not as hot as it was expected as this group was a bit moderate on issues of gender and equality, although some stereotypes were to be cleared and discussed. 

 My community and Rights and Responsibilities:

Group work:

Participants were asked to analyze and reflect on the services available to young people in the town, district or community

 This was done through drawing of their communities, aimed to know if participant can identify themselves within their community. The task was to sketch a map of their street and to allocate their interests as seen on those maps.

 The interest shown and places located includes:

Mosques

Churches

Schools

Playgrounds,

Youth centers

Hospitals

 In the next activity they had to draw the map of their capital town of their region and mark with red the places where they go to work as peer educators. On the list were as follows.

Market places

Schools

Universities

Prisons

Playgrounds/open spaces

Youth centres

Markets

 

Skills needed in order to carry out the activities

Communication skills: active listening, verbal and non verbal, negotiation- 

Critical thinking: decision making, problem solving, creative thinking

Self awareness: self confidence, self esteem, coping with emotions, coping with pressures  

Leadership skills:

Interpersonal relationship skills: friendship formation

 The last part of the session was for participants to draw a picture of a child at the center of flip chat and explain what it takes to be a child in their family / community.

 Feedback:

Children are vulnerable in particular those making life in the streets, working for other people (child labour) and even for those at home they cannot make decision s and their voices are not heard. They are likely to be in danger and not able to protect themselves as well they hardly recover from danger that’s means children are vulnerable.

 Children and young people bestowed with responsibilities and roles to play in the community although their rights are denied.

 HIV and AIDS

Graffiti wall

Four groups divided to draw on hanging flip charts on the wall around the training room. They were asked to describe through drawing what pictures do they have in my about HIV and AIDS. This concentrates on personal perceptions of each participant when they hear or talk about HIV and AIDS. It was an activity to extract the inner feelings of HIV that would later be translated into the group understanding on the related issues concerning HIV.

 Each group had then to explain to the larger group what do the drawing means.

A rocket means HIV goes in a high speed and spread very fast. It is a deadly weapon and when it hits the community causes more damage.

A lion; is a very dangerous animal, kills its prey instantly like HIV does

Fire/ a flame; HIV and AIDS is like a raging forest fire, it burns and devastate whatever in contact. The same as AIDS can possibly wipe the whole community if cannot be controlled.

A tree; HIV grows like a tree, start as a seed

A graveyard; AIDS wipe the community and that is the end when someone gets HIV. You have to die finally

Snake; snake is a dangerous venomous animal, and when it hits a person a poison spread slowly in the body and kills the person. If a victim lacks a first aid, the poison becomes uncontrollable.  

Skeletons; the wages of sin is death

A pair of scissors; AIDS cuts the community as the scissors cuts the paper

Red ribbon; show solidarity and responsibility of a community to fight against HIV and AIDS

A razor blade; how HIV can pass from one person to another

An HIV virus inside White Blood Cell; the cell protects the body but it is now attacked by a virus

A gun; HIV is a weapon held by one person who can kill many people

Staircase; it takes several stages/steps before an HIV develop to AIDS

 The discussion held after pointed on the most controversial drawings and what messages they depict. Facilitators challenged participants to look into again to see if what they think has any effect to the reality of HIV and AIDS.

 The objective of the activity was to provoke the thinking and learn from participants their personal views on HIV and AIDS. This was before taking them to study the social and structural implications that put people at risks of HIV infections. Hence, participants understand the basics on HIV infections, the way it spread and prevention methods and insisted on personal behaviour change as the effective way of fighting against HIV. This was total abstinence, being faithful to one partner and use of condom. The later was challenged as an immoral practice and prohibited by Islamic religion. To shorten the discussion and preventing it to become a controversial issue, the question was remained for them to tell if the ‘rubber’ is effective to prevent someone from getting HIV or not instead of going deep to its legitimacy according to religion. The conclusion was condom as a piece of ‘latex’ is eligible and can be trusted as an effective method for HIV prevention.

 So far what needed was gradually taking them through a critical observation of social vulnerabilities through a causality analysis. An example of a ‘Causality Analysis’ was given thoroughly until participants grip how it works.

 Immediate causes

Underlying causes

Basic and structural causes

 A case study of Asefi was distributed into working groups. Participants were reminded that, this has happened to another community which is not Tanzania but can be used to find out how environment and circumstances can put someone at risks and vulnerabilities of HIV infections.

 Presentations and discussion based on the structural factors that hauled Asefi and other people of her community into the risk behaviours. At this point participants were able to point into the impact of the ‘electricity project’ that was invested within Asefi’s community but does not benefiting people who are living in that town and instead brought them something else which was hard life, lack of livelihood opportunities and so.

 Another case study of Zakhia was added for them to work in previous groups but this time was using another method of a ‘Problem Solving Tree’, to examine the roots (causes of the problems), the problem itself and the consequences.

 The following presentations were made to inflate understanding on HIV.

 First presentation:

HIV pathology of disease

Susceptibility and the 10% hypothesis

Discordant couples

Notes from HIV and ecology of poverty

 Second presentation:

Social change vs behaviour change

The principals of social change communication

  • •         Communication from a human rights perspective
  • •         Community members are agents for change
  • •         Four shifts for communication strategies from a human rights perspective:

Shift One:        From messages to dialogue.

Shift Two:      From changing the behaviour of individuals to helping people change                                   their social and cultural norms

Shift Three:     From problems to appreciation.

Shift Four:       From expert solutions to community solutions.

 Part Three: Facilitation methodologies

A full session on facilitation skills was virtually conducted step by step which includes presentations on participatory methods and approaches, examples and qualities of a good facilitator.

 The presentation also highlighted on important things to consider when preparing and facilitating a sessions, the use of multiple participatory methods to generate discussions and learning and far most facilitators shared notes on facilitation skills.

 For the following one and half day, participants were divided into seven groups for practical facilitation sessions. Participants were given enough time to get things organized and prepare their own sessions including division of topics. Each group used the topics of their own choice.

 Facilitation assessment was done by fellow participants on the criteria below.

 Each facilitation category was ranked according to the group performance from 1 to 5.

1 : Poor 2 : Fair 3 : Average 4 : Good 5: Very good

Assessment criteria

1

2

3

4

5

Team work – co-facilitation skills

 

 

 

 

 

Methodologies / use of different facilitation methods

 

 

 

 

 

Group participation / ability to make the group participate

 

 

 

 

 

Time management

 

 

 

 

 

Presentation skills – clarity on explanation, comprehensive summarizing skills, wrap up

 

 

 

 

 

Communication skills – use of verbal and non verbal

 

 

 

 

 

Confidence and ability to manage the group

 

 

 

 

 

  Each group was assessed by fellow participants and facilitators recommended and commented on general performance of each group highlighted their strength and weakness.

General observation from all seven groups and how the groups were divided by topic areas are attached in Annexes.

 Part Four: Practical facilitation skills  

In the training programme, participants were required to carry practical facilitation practices in their own communities. Each group was sent to prepare at least two sessions with young people. They were given a choice to choose any topic to facilitate including the choice of participatory methods and materials.

 The whole exercise was carried for four days with the support from the facilitators and TEYODEN leaders. Participants were asked to present their timetable to let facilitators and network leaders know how and where to assist. After the four days, the groups convened again for assessment and sharing of practical experience. The followed sessions were basically to highlight and address the challenges. The issues were discussed and facilitators had a chance to review the facilitation methods providing more skills and techniques for participants to handle critical issues arising during the facilitation.

The main parts were:

-          Topics –Enough to address issues of young people?

-          Methodologies – appropriateness in delivering the intended objectives

-          Issues - are they relevant to their context?

 Feedback:

Feedback is written as the way it was given from the participants….

 

Topics:

Topics were understood by the young people and at most time captured interests of the youth. Young people would like to discuss the issues of their concern that really relates to their own lives. Such topics are about relationships, HIV, reproductive health, building self esteem and issues of negotiation and assertiveness.

 Methodology:

-          Very clear 

-          Everyone can understand because those methods are simple 

-          Methods are so good and understandable. 

 Does lessons relate to your environment:

-          All the issues were reflecting the reality of their communities. 

-          Many adolescent are affected by drugs, so there is a need to equip the participants with more skills and information on the issue. 

 

 

 

 What are the difficulties?

-          When arranging for sessions, logistic issues were hard to handle especially when the youth asks to be tipped with incentives like money. It was difficult to mobilize the youth and have them for many hours without giving them anything.

General Observation:

-          The structure of the book is not good at all. Some pages starts with one somewhere in the middle of the book 

-          Change the design of the book because it is can easily tear. 

 Young people preferred to have the sessions facilitated at the centres or in the already organized groups. Since it’s not easy to convince them to come a session, the technique should be asking them to allow the facilitators to working within their own setting known as ‘maskani’ or ‘vijiwe’

 . Achievements:

The training was conducted on the planned dates without a delay or changing of dates. Facilitators were briefed and oriented on the training and procedures a day before the actual training.

 All participants attended consecutively for the whole week of the training.

 Everything was well organized before hand with by TEYODEN. 

Resource materials such flip charts and marker pens were available.

 Participants were active and collaborative.

In the learning part we are able to believe that, in few days of the training especially after several sessions on critical thinking, we observed the change in thinking and analytical skills proved from their debates, discussions and presentations. Although it’s too early to admit for changes, but evidence shown from the pre-questionnaire provided in the beginning was completely different from what we observed on the sessions followed, eventually after several life skills activities that required them to use their heads to reason things.

 Use of different participatory facilitation techniques, games and energizers aimed at maintaining the level of concentration and active participation. Efforts were made to imply various techniques such as team building exercises, interpersonal relationship skills between facilitators and participants, division of roles and responsibilities to as many people as possible in order to build their self confidence and self esteem.

 In a short span of time, more girls became pro active and revealed their potential, while facilitators worked hard to maintain the tolerance and respect, particularly to those who proved reluctance and dominance of the class in the beginning.

 Practical facilitation session proved the potential of effective facilitators who ran their sessions in a very satisfactory way although they need more practice on the ground.

 Limitations:

Training time:

The time for the training seems to be very short for the some of the topics. Participants observed that much time was needed to some of the sessions like HIV and AIDS because there were more updates needed to be known for many of them. Otherwise the session needs more concentrations for participants to analyse the environment they are living in including multiple vulnerabilities and factors that put people at risk.

 It was not easy to answer all the questions because the programme was congested with other activities to be accomplished in time. It is advised that if another training is arranged it should focus more on content issues like HIV and AIDS, drugs, mediation and how to create a culture of tolerance, and leadership skills.

 Recommendations:  

According to the participants comments we feel the following issues should be given more time during the TOT.

-          HIV and AIDS – updates on current issues

-          Negotiation skills. How to create a culture of tolerance, mediation

-          Coping with difficult situations

-          Drugs and substance abuse

-          Leadership skills

SEHEMU YA PILI

SUGHULI YA UUNDAJI WA MAJUKWAA YA VIJANA YA KATA

 Uundaji wa majukwaa katika vituo vya vijana vya kata ni moja kati ya shughuli za mradi wa kuinua ari ya uwajibikaji,ushiriki na ushirikishwaji wa vijana katika shughuli za kijamii na kimaendeleo manispaa ya Temeke.shughuli hii ni ya kwanza katika mfululizo wa shughuli 3 za awamu ya pili ya mradi huu.taarifa hii inaeleza kwa muhutasari shughuli hii ilivyofanyika katika kata 12 za mradi.

Kata zilizohusika

Sandali,Tandika,Azimio,Chang'ombe,Charambe,vijibweni,Yombo vituka,Somangila,Kimbiji,Kibada,