“Speak Out, Taura Unzwike”: FAWEZI Holds Tuseme Refresher Trainings in Chitungwiza and Shamva Districts
The Forum for African Women Educationalists Zimbabwe (FAWEZI), in partnership with ActionAid Zimbabwe, Leonard Cheshire Disability, and Family AIDS Caring Trust (FACT), recently conducted Tuseme refresher trainings in Chitungwiza and Shamva Districts for the 10 schools under the TORCHES project. These trainings aimed to reinforce critical skills among learners, Tuseme mentors, school headmasters, parents (represented by School Development Committees), and officials from the Ministry of Primary and Secondary Education.
Participants gained essential skills to identify and address challenges impacting their academic and social development, including gender inequalities, drug abuse, menstrual health, bullying, disability inclusion, and water access issues.
Mr. Naison, the School Development Committee secretary at one of the schools, expressed gratitude for the training and highlighted how it broadened their understanding of various issues faced by children at school. He remarked, “I want to thank you for this empowering training for both our children and us as parents. It’s especially crucial in the education sector, as it enlightens us on issues like child rights and abuse, which many of us, as parents, are not fully aware of,” said Mr. Naison
Tuseme, a Swahili word meaning “speak out,” is a core component of the TORCHES project, empowering learners to voice their concerns and find solutions to the issues affecting them. Students expressed their joy and happiness about Tuseme and the confidence it has given them,
“I learned a lot today, especially the difference between gender and sex. Tuseme has shown me that boys and girls can share responsibilities. I now have the confidence to speak up, and that has changed me,” said Emmanuel Ndiweni, a learner at Seke 3 High School.
Nancy Mwapucharemi, a teacher at Seke 3 High School, encouraged students to embrace and support their peers with disabilities. She emphasized that, “Disability doesn’t mean inability, and students should advocate for inclusivity. The community can learn and grow by accepting and supporting people with disabilities.”
During the training, sessions used creative methods such as drama, music, and poetry, allowing students to express the pressing issues they face daily, including bullying, drug abuse, menstrual health, and disability inclusion, while also offering potential solutions.
The refresher trainings highlighted the urgent challenges still facing students while offering a vital platform for teachers, parents, and stakeholders to engage with and understand the critical needs of the learners.
Menard