Challenges and Successes

Challenges

  • Budget limitation of the program.
  • Conservative community.
  • Schools tight schedule.
  • High turnover in government offices.

Success

  • Capacity building training on SRH, GTA, WSA, HTP and CM, parent to child SRH communication, and resource mobilization for teachers, HEW, school principals, PWDs, refugees, returnees, youth councils, TVET teachers, PTSA’s, parents, and partner CSO experts.
  • Contextualization and translation of our manuals. With our tremendous experience in delivering culturally sensitive and age appropriate SRH education and life skills, we have produced manuals that fits the setting of the specific target area. In addition, we have translated the manuals in to local languages such as Amharic, Afar Aaf, Afan Oromo, Sidama, and Hadiyisa. This has helped us provide quality based SRH education and information delivery.
  • We have revised our strategies and tools in to gender-sensitive approaches. We provided gender trainings using our GTA master trainers to our own experts and partner organizations. In addition to the previous tools we used to address gender equality issues, we have involved all of our target beneficiaries in additional undertakings in understanding of gender sensitivity and gender equality.
  • The program gender and life skills development has resulted in a great triumph by incorporating boys and men in our delivery of SRH education and life skills. This has resulted in knowledge enhancement and attitudinal changes towards their SRH. Their involvement in the program has also led them become change agents that has contributed immensely in reducing child marriage and eliminate female genital mutilation/cutting (FGM/C), by creating awareness to their community.
  • Our program reached numerous young people in enhancing the knowledge, attitude and skills of their SRH. They have acquired important lessons such as self-awareness, understanding their body and emotional changes, being aware of their friends and environment, gender equality including GBV, HTP, pregnancy for boys and girls, HIV/STIs, and drug abuse. In addition to the critical topics being delivered, the methodology of teaching has resulted in young people to gain a life skill that assist them in their everyday lives.
  • Working with government stakeholders and the multiple dialogue sessions with the school community on key agendas regarding EHW has created an enabling environment. The positive feedback from relevant stakeholders and committees established strong relationship among schools and government offices such as health and education to support the objective of EHW of young people. This has resulted in creaking a strong association between health centers and schools to strengthen the referral linkage to ensure the delivery of youth friendly services.
  • Our strong relationship with partner organizations that are experts in working with PWD has brought keen awareness and inclusiveness of our program interventions. We have acquired abundant trainings on the concept of inclusion, mainly disability we have incorporated schools to deliver EHW of adolescents and youth. We incorporate sign language translators in all the workshops, experience sharing and training we organize. We tailored our SRH education manuals, tools, approaches and IEC/BCC materials we produced to be inclusive to different groups.
  • To boost creation supportive and conducive environment to keep the EHW of young people we integrated engagement of community members in our program. To build up the community members in addressing SRH issues to the young people we have reinforced our approach, we produced an organized modules for parents. The contextualized manual, ‘Begebat Zuria’ discuses SRH issues that able parent to open a discussion with their children and transfer the knowledge to other community members.