- Women & Gender
- South Africa
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I will be leading the sessions on confidence building and goal setting. I will be pulling from the Camp GLOW handbook on how to conduct these. I will conduct my session with my counterpart who is also a teacher in my village. She will offer Zulu translations for some of the harder to understand language as well as co-facilitate our actives. PCV Lexi and her counterpart are specializing in Health as a general topic. She will be leading sessions on sexual health, nutrition and general good practices. In this area she is also assisted by another Volunteer, a CHOP 39 Volunteer who will do a condom and other sexual health demonstration with her TTT (Turntable Trust) counterparts during one session. As a group we will be working on the environmental education section of our camp which will teach best practices for the community in waste management and food practices. PCV Max and his counterpart are going to lead the physical aspect of camp- both hikes and outdoor bonding games. We composed this camp to respond to the challenges we see facing the community. When conducting our initial community research, many educators indicated that girls lack access to health information and that the community at large needs work to be more environmentally conscious. Teen pregnancy and domestic abuse are also highly prevalent. We are aiming to address them with the confidence building workshop as well as the goal setting. This camp will be run for 36 learners total. Twelve learners will be selected from my school. We chose to combine these girls from 3 different schools because we want to connect the girls to other communities in their area and build a strong coalition.
The learners are selected through an application process which takes into account their English ability as well as their motivations for attending the camp. My counterpart and the HOD will interview and decide based on applications and their school performances. The girls will be in grade 6-7 ranging in age from 10 to 14. My counterpart was selected because she immediately expressed interest in the project and has attending planning sessions. She is outgoing and very skilled in English and lesson planning. We have gone over the GLOW handbook and she has helped to pick which parts are most applicable to our community and should be included in the camp plan. Our project is a three-day camp for girls in grades five to seven. We are using the GLOW (Girls Leading Our World) framework with focus on women’s health, female empowerment, and gender equity. Our project activities have been cultivated from the core values of Camp GLOW as well as the initiatives we believe will best serve our community. We will lead sessions on goal and career planning, women’s menstrual and sexual health, self- defense and women’s legal rights, nutrition, as well as a host of confidence and team building activities that the community provides. We have material contributions from the community and are looking for small grants to help fund the lodging, transportation and food costs. This will be 1508 in the local currency per girl, with a total of 18096 needed for the 12 girls to attend.
When discussing potential secondary projects with the faculty at my school and with the social workers that work next door, girls’ empowerment was a constant topic. In part this is because I was inspired by the presentation about GLOW girls’ camp at Regional Training, and in part because all of these leaders identified girls as the group that need to be helped as they move into high school. Most of the girls who leave the school go to a nearby school for high school. In discussions with the principal, he identified teen pregnancy and drug use as problems for the school populations. In discussion with my counterpart, we decided that creating a curriculum, in part from the GLOW handbook, that would give girls the tools to make healthy decision when they leave the school and enter their young adult lives would be the best option for a secondary project. The school leaders have been supportive in the planning of this camp and will help my counterpart select girls and have parents’ meeting with the parents of the selected girls to help bring everyone on the same page with logistics and the content of the camp.
With my counterpart taking part in every aspect of this camp- the planning, implementation and discussions and assessment afterward, she will be able to lead her own camp in the future. The girls who attend camp will be staying in the community for high school, and thus can be helpful as junior counselors at this future camp. The sustainability of this program is woven into the ideas and skills that we are teaching the learners. We are focusing on the exchange of knowledge with our learners to guide them in the future instead of tangible things. It is our hope that the learners will take what they have learned at our camp to positively impact their lives and change the lives of those around them. In the future, the learners from the years past can become junior camp counselors to aid the counterparts in their program. The camp counselors can help answer any questions and facilitate the communication between learner and educator. By inviting schools from the same area and in the same community, we can establish relationships that might not have existed otherwise. The schools will be able to use each other as resources to exchange ideas and motivate each other to achieve their goals. Fostering these relationships also creates accountability to keep each other on track to create positive change.