FAWEZI’s Training of Trainers (ToT) Under the Data for Change: School-Related Gender Based Violence Project: Addressing Sexual and Gender-Based Violence in Schools

TFG DAY 3-3039

FAWEZI’s Training of Trainers (ToT) Under the Data for Change: School-Related Gender Based Violence Project: Addressing Sexual and Gender-Based Violence in Schools

FAWEZI is currently conducting a Training of Trainers (ToT) under the Data for Change: School-Related Gender-Based Violence Project, which aims to address sexual and gender-based violence (SRGBV) in and around schools. This training is targeting stakeholders from the Ministry of Primary and Secondary Education (MoPSE), school administrators, and teachers in Chitungwiza District. Six project schools and representatives from the District and Provincial levels of MoPSE are participating in this initiative.
The ToT will equip participants with the knowledge and skills necessary to address SRGBV in their respective schools. The training covers various aspects of SRGBV, including safe learning environments for both boys and girls, disability inclusion, language used in classrooms, and gender roles and stereotypes. By addressing these issues, FAWEZI and MoPSE aim to create a safer and more inclusive learning environment for all students.
Following the training, the trainers will be expected to roll out the training at their schools using the SRGBV manual. This approach will ensure that the knowledge and skills gained during the ToT are disseminated to a wider audience, thereby increasing the impact of the project.
The dynamics of SRGBV in schools are complex and multifaceted. During the training, participants discussed various topical issues related to SRGBV, including safe learning environments for both boys and girls, disability inclusion among learners, classroom language, and gender roles and stereotypes in the classroom. These issues are critical in addressing SRGBV, as they can contribute to a culture that perpetuates violence and discrimination.


Safe learning environments are essential for students’ academic and social development. A safe learning environment is free from violence, harassment, bullying, and discrimination. When students feel safe in their learning environment, they are more likely to engage in learning and achieve academic success. Therefore, creating safe learning environments is a critical component of addressing SRGBV.
Disability inclusion is another important aspect of addressing SRGBV. Students with disabilities are often marginalized and excluded from mainstream education, which can increase their risk of experiencing violence and discrimination. By promoting disability inclusion in schools, FAWEZI and MoPSE aim to ensure that all students have equal access to education and are protected from violence and discrimination.
Classroom language is also an essential factor in addressing SRGBV. The language used by teachers and students in the classroom can either promote or undermine gender equality. For example, using gender-neutral language can help to challenge gender stereotypes and promote gender equality. On the other hand, using language that reinforces gender stereotypes can contribute to a culture that perpetuates violence and discrimination.
Gender roles and stereotypes in the classroom are also critical in addressing SRGBV. Gender roles refer to the socially constructed expectations of how men and women should behave based on their gender. Gender stereotypes refer to oversimplified generalizations about the characteristics, abilities, interests, and behaviors of men and women. By challenging gender roles and stereotypes in the classroom, FAWEZI and MoPSE aim to promote gender equality and prevent SRGBV.
FAWEZI’s ToT under the Data for Change: School-Related Gender Based Violence Project is an essential initiative in addressing SRGBV. By equipping trainers with the knowledge and skills necessary to address SRGBV in their individual schools, FAWEZI and MoPSE aim to create a safer and more inclusive learning environment for all students. The topical issues discussed during the training, including safe learning environments for both boys and girls, disability inclusion among learners, classroom language, and gender roles and stereotypes in the classroom, are critical in addressing SRGBV. By addressing these issues, FAWEZI and MoPSE aim to promote gender equality and prevent SRGBV in schools.

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