This week’s email comes from Purity Kalenge, our Learning Officer, with feedback also from Annelly Phiri, School Support Officer at Kanyelele. Thank you, Purity and Annelly!

On Mondays at every Impact Network school, the last block on the upper grade timetable is allocated for a Life Skills and Sexuality workshop. A period whose importance cannot be over emphasized; our aim is that these classes equip our learners with necessary life skills, as well as knowledge about sexual and reproductive health.

The upper grade School Support Officers at each school takes the lead in the delivery of Life Skills and Sexuality at each school. One of these School Support Officers, Annelly Phiri, stationed at Kanyelele Community School, had the following to say about her role as a facilitator for Life Skills and Sexuality:

”During life skills lessons I have to ensure that I stick to my role as facilitator and help learners have open discussions about what they know and do not know. There is no correct answer; I work with learners to help them look at all the information about a topic, and I help them weigh the pros and cons of the available options. I try to use good questions to help them make a conclusion.”

The teacher facilitating the lessons ensures that they educate themselves on topics where they are not well informed, and give scientifically proven information to pupils. Any question the facilitator cannot answer is referred to the correct places like health facilities and any other sources. Teachers encourage learners to visit such places so they can get the right information and services. Madam Phiri also shared about the way in which Life Skills and Sexuality workshops help pupils debunk myths and overcome taboos:

“In an LSS class, learners should be free to share their experiences and ask questions. We tackle real life issues that they can relate to and issues that they initially feel uncomfortable to talk about because of the cultural setting. It is not about who is able to give the right answer, but about the learners working out with the right information at the end of the lesson, so we welcome all the views and opinions so that they can be corrected. The discussions that we have do not just require them to look for answers but also think of reasons or causes, which is a way of promoting critical thinking.”

These lessons are important as they help our learners not only to respond to the changes they face now, but also to prepare for future challenges that we anticipate they are going to face as our learners grow. For example, we hope they will never be victims of gender-based violence, but in an unfortunate event where they do face such a problem, we can be confident that they will recognize that this is not right, and know where to seek help. The class structure and teaching methods used in the Life Skills and Sexuality program are different from other subjects. Madam Phiri explained:

“The lessons are active and ensure that everyone has an opportunity to speak. Learners work in pairs, groups to discuss, write and even draw how they feel about certain topics. They are also comfortable enough to ask the teacher when they feel they need clarification on some issues. For example, during discussion about things like sexual rights, both girls and boys are given the opportunity to speak about things that can make them uncomfortable, from physical contact to speech that makes them uncomfortable.”

The Life Skills and Sexuality program covers a wide range of topics including sexual and reproductive rights, debunking harmful ideas, goal setting, thinking critically about gender roles, self-esteem, understanding HIV and AIDS, friendship, drug abuse and other topics related to growing up. With limited media access, limited access to medical facilities, and cultural taboos, the sources of information for students when it comes to sexual education may be limited to family, friends and community leaders. These individuals may not feel comfortable sharing information or may still uphold harmful traditional ideas. Madam Phiri describes the underlying role of the Life Skills and Sexuality program well:

“The focus of the LSS lessons is on both the boys and girls and we use this time to clear any misconceptions that either one of the groups may have especially regarding matters of gender or gender roles. After this, they are more likely to become responsible adults and valuable members of their communities later in life.”

"I try to use good questions to help them make a conclusion..."