“Our Western Cape Africa Unite School Clubs battle for the 2019 Africa Day Inter-High School Quiz first prize trophy.”

On the 18th of May 2019 Africa Unite School Club together with the Cape Town Museum, a Western Cape provincial museum, partnered on an inter-high school quiz centring Africa as a continent and as a conceptual tool for unity. This quiz was in celebration of Africa Day which marks the foundation of the Organisation of African Unity (OAU) the precursor to the African Union (AU) on the 25th of May 1963. The Africa Day quiz took place at the City of Cape Town Council Chambers, Civic Centre, Hertzog Boulevard, Cape Town. Africa Unite invited the Grade 9 & 10 learners from 8 Schools around Cape Town, one of which was unable to attend due to the proximity of their exam period. The following schools attended the quiz; Dr Nelson Mandela High School (Nyanga) , Hector Peterson High School (Kraaifontein), Masibambane Secondary School (Kraaifontein), Heideveld High School (Heideveld), Rosendaal High School (Delft), Portland High School (Mitchell’s Plain), and Apex High School (Blue Downs).

Africa Day is intended to celebrate and acknowledge the successes of the Organisation of African Unity (OAU now the AU) from its creation in May 25, 1963 in the fight against colonialism and apartheid, as well as the progress that Africa has made, while reflecting upon the common challenges that the continent face in a global environment. In conjunction with this the Inter‐high School Quiz focused on challenging the knowledge of young learners on the African continent.

Participants, Apex High School

Through the promotion of knowledge about the African continent the quiz aimed to:

• promote a socially inclusive Cape Town and Western Cape.

• promote social justice and human rights.

• reflect on Cape Town and its relationship with the rest of the continent.

• eradicate inequality, prejudice, stereotyping, racism, xenophobia and promote social cohesion.

• create awareness of the Cape Town Museum programmes.

In pursuit of these goals a booklet was developed by Africa Unite and the Cape Town museum. 3 Booklets per school were distributed in the period leading up to the event in order to guide the learners in their preparation for the quiz.

The quiz was prefaced by a performance by BlackRoots Marimba, whose powerful music set the scene for a day that was both engaging and informative for the learners. Before the quiz itself began Dr Zahid Badroodien, Mayoral Committee member for Community Services and Health, opened the day with a welcome address which centred on the role the youth of South Africa must play in uplifting of their communities. Neliswa Dludla, an associate of Africa Unite, spoke on the origins and importance of Africa day, and its message of African solidarity in the face of colonial legacies. A learner from Apex high asked in response to this, what it meant to be African. Neli, in turn, allowed space for the learners themselves to introspect on this question by encouraging them to know their values, and to look within for what resonates with their identity and to not look at what society has put out there to determine who you are. She left the learners with the message that activism begins from within.

Masibambane Secondary deliberating on the answer.

The quiz ran successfully, with an overwhelming amount of enthusiasm and involvement from the learners. The 56 learners involved and interactive among themselves, providing an encouraging teamwork mind-set.  

After 4 Rounds and a total of 92 questions, the results were: Portland High School in 3rd place; Rosendale High School in 2nd place; and the victors of the day being Heideveld High School who took home the 1st place plaque and had us all in awe of how intelligent the youth really is. The Cape Town Museum provided a plaque for the winning school, and this will be engraved with the school’s name for them to keep until the next quiz.

2019 Africa Day Inter-High School Quiz winners; Heideveld High School

Efforts like these are an attempt to bridge the gap in their knowledge about South Africa’s neighbours and the African continent in general. With this realisation, Africa Unite and the Cape Town museum intend to make this quiz an annual event.

The quiz proved to be a successful event, which the learners seemed to enjoy immensely. By the end of the day, there was an overwhelming positive energy, from everyone involved, with the students expressing their enthusiasm for the next quiz.

Furthermore, what stood out throughout the quiz was the reaction of the club learners towards the day. As they had enthusiasm throughout the whole session, therefore absorbing all the information relayed to them, and making the most of the learning opportunity.

Africa Unite would like to thank the Cape Town Museum for their partnership in such an initiative and the City of Cape Town council for welcoming us into their space. Further, we’d like to thank the matrons and patrons who accompanied the learners, ensuring that they arrived and left safely.

We at Africa Unite are looking forward to next quiz, in 2020.

Africa Day Inter-High School 2019 Participants.

Learn more about our partner for this event:

The Cape Town Museum is a Western Cape provincial museum with the mission to explore and reflect on Cape Town as a dynamic network of people, processes and natural and man‐made features that extend beyond the official geographical boundaries of the City tells the story of Cape Town. In depicting Cape Town, the Museum aims to:

• Challenge the popular notion of the geographical space of Cape Town.

• Challenge the tourist gaze of what is important sites.

• Challenge the colonial timeline.

The Museum does not have building yet and its exhibitions are either online or travelling exhibitions in public spaces.

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“School Club takes over provincial parliament for a day”

Western Cape Africa Unite School Club attends legislative workshop on Freedom Day.

On the 27th of April 2019 the Africa Unite School Clubs, Portland’s High School, DR Nelson Mandela High School, Heideveld High School, Rosendaal Secondary School, Masibambane High School, and Hector Peterson High School, went to the Western Cape Provincial Parliament (WCPP) to attend a workshop on how the  provincial parliament is structured and runs.

The purpose of this workshop was to empower the learners through a greater understanding of the parliament as it relates to their civil right to political representation This can lead to a deeper understanding of how they can hold their parliamentarians accountable. Many learners do not even have knowledge of the existence of the Western Cape provincial parliament much less an understanding of the purpose of the parliament and who and what it represents. This in turn can lead to a School Club cabinet member not having the full awareness of their own purpose in its entirety and their potential within their respective roles.

This workshop will lead to them being aware of the full potential of their portfolios and in turn give them the tools with which they can work to become agents of change in their schools and community. Fortunately the were 56 learners from 6 schools who were able to attend and only Ashton was unable to make it on account of both the distance of the school and the time of the parliamentary visit. However, the schools  still have time to teach the Ashton cabinet, and they also sent a booklet to Ashton.

Firstly, the learners, who are the cabinet members at their respective schools, went to the Western Cape Provincial Parliament (WCPP) to gain knowledge about the chamber of the Western Cape and their seating arrangement. To this end the learners were able to sit in the chamber themselves while they were taught about what the cabinet members and ministers do and how they choose their premier for the Western Cape. They were also taught the different symbols in the parliament and what they stand for.

The learners were taught about this beautiful country’s three pillars of government, namely the executive, legislature and the judiciary branches. The Executive is the branch of the government that represents the presidents and the cabinet; the Legislature consists of the different houses such as the parliament and they are responsible for the passing of laws and electing the president as well as monitoring that the Executive fulfils its duties towards the people; and lastly, the Judiciary consists of the courts and the high judges.

Representatives from the respective school prepare to be facilitators for the session.

Furthermore, We had the pleasure of learning about how South Africa is amongst a minority of countries that does not have a single capital city. Instead, South Africa boasts three capital cities, one for each branch of government. Pretoria is the administrative capital of South Africa. Cape Town is the legislative capital. And Bloemfontein is the judicial capital. Additionally, the learners had the privilege of learning how a law is passed in the provincial parliament. This particular lesson was made all the more effective through an activity which allowed them to draft their own laws to send to the government.

The learners received a large amount of information that they can use to enact change in their communities and their schools, as per the objective of this workshop. The enthusiasm and the energy from the learners was tangible. They asked the facilitator hot and heated questions about the parliament especially questions such as “Many people in disadvantaged communities in the Western Cape don’t even know such a parliament exist, what is the plan the Western Cape government has in place to make sure the people know about the parliament?”. This question was so relevant to the extent that even at their schools the learners do not know what the provincial parliament does.

With this knowledge the learners vowed to use this information to strengthen their own school club as the roles of each cabinet member was explained a bit more in depth. The School Club will also use this information to empower the learners at their respective schools; they now know the proper channels to send out complaints about their communities, and this they can use to empower their own community.

New School Club Hector Peterson take the procedural positions in parliament.

As Africa Unite, we would like to thank the provincial parliament for including our school clubs in their legislative education program. The information received was highly beneficial.

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Gauteng Africa Unite School Club inspires at 2019 Leadership Workshop.

Africa Unite and Crystal Horizon Youth Centre hosted a workshop with the 2019 Africa Unite School Clubs cabinet members from Fons Luminis Secondary School and New Gate College. The training was held on Friday 26 April and ended on Saturday 27 April 2019 at the Business Exchange in Sandton.

Throughout the 2 days, the training was conducted by two facilitators: Joseph Eliabson Maniragena and Tebogo Maleke; who are also Africa Unite Peer Educators. Our former president at Fons Luminis Secondary school, Pinkie also assisted on the proceedings throughout the 2 day workshop.

The aim of the workshop was to train and empower the new cabinet, while educating them on their respective roles as cabinet members. Additionally, throughout the workshop, the club members were further capacitated on human rights and the vital role they play in developing their school and community. Henceforth, ensuring that they may subsequently run the clubs with a good understanding of human rights issues and how to best deliver work expected of them.

School Club members introducing themselves

Specific objectives of the workshop:

  • Equip new cabinet members  with overall knowledge of the human rights issues;
  • Equip them with key skills needed to run successful  the school clubs.
  • Build learners’ confidence and develop their leadership  skills

The workshop kicked off with an introduction of participants so that they get to know each other then followed by the exercise of Human Rights Squares which was so helpful to ignite good discussions on human rights issues.

The introduction by participants was done by participants making an ID card using an A4 page; and that ID had their names; an animal that they feel represent them and their lifetime goal (s). What would they want to be; on career side but also personal. It was amazing to see that a number of cabinet ministers have as their goals to be Human Rights defenders/lawyers to protect others or Politicians to correct the many injustices that are going on.

The other topics included were the explanation to participants on “What are Human Rights?” and the different categories of Human Rights; Social Cohesion and Leadership. Following this, the club members brainstormed on how they can encourage and support the development of a culture of human rights at their schools and surrounding communities, as well as  how they can  conduct advocacy Campaign on Human rights issues.

The second day consisted of a planning session; participants were trained to prepare their plan using ALA Business Model Canvas. This model helps to identify the need in the community; basically what are the main challenges that they are trying to solve. Thereafter, the group discussed on who will use the services and try to profile them by age, gender, income if any. As a result, there was a collective discussion on what the club members were proposing to address the social issue. They proposed events such as dialogues relating to social challenges such as violence among teenagers and thereafter identified stakeholders they would approach in order to make the dialogue or campaign a success.

Overall, the 2 day workshop was a success and the school club members left with high spirits and determination to improve their schooling and community environment. These young leaders are determined to eradicate social issues and we are looking forward to seeing them implement all their planned activities accordingly.

Africa Unite School Club Alumni’s motivating the 2019 School Club members.

We would like to thank the Business Exchange in Sandton for welcoming us into their space, as well as their respective school for inviting Africa Unite to initiate the school club in their schools. The

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COMMUNITY CONFLICT MEDIATION TRAINING FOR PEER EDUCATORS

Since the inception of Africa Unite, grassroots informed interventions have been part of the Africa Unite practice with the youth being at the centre of the interventions. The key strategy for the human rights of social cohesion is capacity development for human rights peer educators and hosting community dialogues.

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Participants presenting the root causes of our problems

All human rights peer educators are upskilled to be able to effectively spread the culture of human rights across communities, as a result, and as part of the larger Human Rights and Social Cohesion Programme, Africa Unite has put a separate but interlinked project in place to strengthen organisational and grassroots capacities for the promotion of non-violent strategies for conflict resolution. After this training, the peer-educators will be tasked with starting the process of conflict mediation and will be called upon to mediate in social conflicts or potentially tense social relations in their respective communities.

 

Africa Unite held the 2019 Cohort training on the 4th and 5th of May 2019. As the workshop proceeded one of the initial questions were the rules of engagement in any conversation going forward, this led the participants to investigate the importance of listening and asking questions in their respective groups and outside. This is a very critical element of both community engagement and conflict intervention strategy. Communication is a key aspect in this respect and is essential to mediation and dialogue in general as misunderstanding can fuel the stages of conflict.

As the Worksop continued the participants were asked to discuss the state of any area, community or place that is in conflict and to look at the elements that exist in that conflict. IMG_7857Participants profiled those community according to the factors that affect those communities and how they contribute to crime. These factors included social, historical, political, cultural and economic factors. The participants made an analysis of the factors from the international, national and regional spheres. Their analysis did not only state which factors affect those communities but also included some of the areas where the potential for conflict existed as a result of the state. The facilitator greatly managed to design the workshop to flow freely, but still clearly structured. Through different exercises, games and activities, the peer educators were taught the principles of being an efficient mediator. The group concluded throughout the sessions that everyone views conflict differently, based on their own perceptions and experiences.

The participants concluded that understanding the causes of conflict is a fundamental aspect of conflict resolution and that developing a community assessment is necessary to understand what triggered the conflict and what is the fundamental cause of it. A peer educator stated that understanding the elements and stages of conflict allows us to be able to know when and how to intervene and which stakeholders are important to have.

The workshop is also a tool to raise awareness, which Africa Unite uses to sensitize human rights peer educators to the nature of conflict and other characteristics of conflict. This then further increases awareness about what causes conflict and the result of unmanaged conflict and why it is critical to developing strategies to manage and resolve conflict peacefully. All peer educators were well empowered with the necessary tools to go back to their communities and implement their training.

The training covered numerous topics that form part of the tools needed to begin the conflict intervention process. The training engaged participants about one of the critical elements of intervening or mediating any conflict which is listening to the affected parties and asking questions. Participants thoroughly discussed the importance of listening and questioning. The human rights peer educators reached a conclusion that these two are important because listening as a skill helps to deepen understanding, to remove stereotypical barriers and improving perspective. While question helps to improve interaction, clarity, eliminate assumptions, ambiguity and provide clarity and confidence. The facilitator further emphasized these tools through the Action Learning Cycle and other similar tools.

After engaging on the nature of conflict and its elements, the facilitator introduced the topic of factors that cause or make conflict more susceptible in communities through a group discussion among participants. The participants were asked to investigate the social, political, economic and cultural issues emerging in our communities. They mention economic issues as such as unemployment, lack of business opportunities and the failing capitalist systems including other issues such as political leaders propagating theoretical utopian ideas that are not adjusted to real-world situations resulting in a failure of delivery and promises.Participants listening to facilitator

At the end of the workshop, the participants concluded by exchanging tools and strategies required to begin the conflict intervention process. These tools include stakeholder relationship, community profiling and analysis of communities and how to engage in the conflict prevention process.

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YOUTH DEMOCRACY DISCUSSION ON FREEDOM DAY


27 April 2019, Cape Town

25 years since South Africa held its first democratic elections, young people met in Cape Town to assess the involvement and the lack thereof of young people in the democratic process. Africa Unite’s Youth Democracy Discussion took place on the 27th of April 2019 in spirit of the public holiday, Freedom Day. The purpose of the event was to engage young people on their views about youth apathy in the democratic process, assess youth participation in society, and draft recommendations.

The Youth Democracy Discussion attracted young people from diverse backgrounds. Young people who are foreign students, human rights peer educators, teachers, academics and general youth from various demographics were among those who were involved. A representative from the South African Youth Council and Government Communications and Information Systems were among those who attended this occasion.

ISSUES RAIASED

The Youth began by assessing the role or the participation of young people in the world and in the African continent. They began by looking at what defines a young person according to those who were present. They concluded that anyone younger than the age of 40 years is young person. It was concluded that this is the group we are talking about irrespective of gender, nationality, ethnicity, religion, or creed.

A representative of the South African Youth Council said in assessing young people we understand that they are not found in large numbers participating in the political sphere. Those who led us into the downfall of colonization were young people when they began the work. This makes it interesting for our generation now that these are the people who are in power and have grown to become senior citizens.

There are many other factors young people mention as the cause of youth apathy in democracy and other systems of governance. This includes education, culture & traditions as well as the lack of progressive networks. Young people said that culture plays a critical role in this issue. This is because the way most youth have been conditioned, they were taught that, if an older person speaks, you do not argue you must simply do what they tell you. This has made young people become less involved in decision making, as they do not want to find themselves back chatting older people. These cultural norms have even transcended into other spheres of society.

Young people say that they are not listened to, and therefor they are not interested in being part or joining something that will not amount to any change. They participate for instance in elections, but corruption, crime and lack of employment persist. Furthermore, young people like things that are interesting, and they then choose to go and have fun instead. This is because there is a practice of discouraging youth’s voices, where young people are told, and they must not ask questions.

They further added that young people also must not ask for too much if they are not involved in issues that are in their streets. They believe no one can take them seriously because that is where participation of young people must begin. Young people are also not very good role models, because if they are found within progressive structures or networks and are role models to the next person, there will be no reason not to allow their voices.

One of the participants also said if we can get young people to engage in their respective communities and country generally, then they would be able to open clubs in their communities such as reading clubs. It is in these clubs that we must encourage young people to participate in the democratic process. We must also go to where young people are found to engage them. This includes the places where they go to participate in their backward activities like popular areas of drug use – young people need to be engaged on these issues.

There are also bread and butter issues that cause youth apathy towards active citizenry and other community involvement. Young people often may want to attend these community meetings and be active members of society, but there is no food at home. Meetings do not amount to food or resources that young people and their families need. There are also psychological factors such as the ability to maintain active involvement while they live in bad conditions.

Young people raised the question of how do we unlearn the conditioning or education that led to young people apathy, when such issues persist today. For instance, there is a call for a more feminist society, however we still have churches and other institutions that say the place of a woman is in the kitchen. There is also the misconception that young people are immature and therefore they must be led and spoken for by older generation. The other issue is that the tools in place to encourage youth participation are not relevant for young people, they are not presented as social, relaxed and interesting so that they could appeal to the youth.

There are many other issues young people raised including the Eurocentric nature of governing systems and the corruption that has caused our continent and many of its leaders to be rotten. There is the imperial project that we need to be looking at. It is the cause of the underdevelopment of our continent, because our land is the richest in the world and yet we are the poorest people.

Young people said we ought to have more of these conversations where we are able to sit and discuss these issues in a more in-depth manner, so that we may find relevant solutions and measures that would ensure that young people are involved in all sectors of our society. These conversations need to be regular while remaining casual in conduct yet serious in discussion content.

RECOMMENDATIONS

  1. Young people must fully participate in activities happening around them and, in their streets, including attending street and community meetings
  2. Young people must be role models to the next person for them to be taken seriously and listened to by society.
  3. Young people must be allowed access and opportunity to participate in parliament and legislative processes and that must be promoted for youth to be aware
  4. Similar conversations must take place more often and they can be casual so that we can be able to asses ourselves and focus on the challenges and solutions for Africa.
  5. We must find value in ourselves, respect ourselves and see ourselves as assets so that we do not look elsewhere for a savior because we must be the change we want.
  6. Young people must oversee and take charge of the change, if we believe there is not enough of this, we must find a way.
  7. We must find another time to look at what are the biggest problems facing our communities and then focus on that one problem at a time.
  8. We must as a group of young people do something together.
  9. The government must send a group of young people abroad in big numbers to gain more insights and perspectives on education, entrepreneurship, development and come back and apply them here, at home.
  10. Young people must love active citizenry, they must open book clubs, youth clubs and everyone must part of a youth club and must be engaging in open discussions in the clubs.
  11. We must hold such conversation regularly, not in offices but also causally
  12. We must start to share opportunities as young people, if we see an opportunity we must share it with those we know may need it
  13. We must be concerned as young people about the old age of our parliament
  14. Young people must be involved in elections, youth must
  15. Young people must go to school
  16. If we are to end the high levels of unemployment we must put forward programs for education and entrepreneurship
  17. We must choose to be part of the solutions

CONCLUSION

One of the concluding remarks was that Africa Unite would email everyone who was present, and they would reply to that email to indicate their interest in similar discussions. South African Youth Council encouraged the youth to act small but think globally by first attending to the issues in their streets and communities.

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“Africa Unite School Club teachers attend UNESCO MGIEP teachers training in India”.

Early this year 2019, our Africa Unite School Club partnered up with the United Nations Education, Science and Culture, Mahatma Ghandi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP) to launch 2 programmes in South African High schools in the Western Cape: Digital Intercultural Exchange (DICE) phase III and the Global Citizenship – Libre Program. 

Both programs have been initiated by UNESCO MGIEP to educate learners around the globe on Emotional Intelligence through Social Emotional Learning; which is essentially the “whole brain approach”. The above approach stresses learners to be more empathetic and motivates them to always put themselves in another person’s shoes before acting – hence developing social competencies.  

Currently, the programs have been launched in the following 7 countries; Malaysia, Norway, United States, India, Bhutan, Sri Lanka and South Africa. In South Africa, Africa Unite was chosen to lead and coordinate the implementations of these two programs. Therefore, as Africa Unite, we selected 7 Schools to be part of the programs in the Western Cape province. Namely, Bellville Technical High School, Curro High School, Elsies River High School, Gardens Commercial School, Hector Peterson High School, The Leadership College, and Masibambane Secondary School.

In April 2019, Africa Unite School Club’s Coordinator was invited together with 10 of our teachers from the above schools to New Delhi India by UNESCO MGIEP.  The purpose of the trip was for the teachers including others from Sri Lanka, Bhutan and India to take part in a training on Social Emotional Learning and implementation of the DICE III and Libre program. The workshop was held at the Lalit Hotel in New Dehli- India, from the 14th -18th of April

Furthermore, our teachers were introduced to the EMC2 pillars which are Empathy, Mindfulness, Compassion and Critical Inquiry. These are pillars which are at the heart of these programs.

Throughout, the workshop, all the teachers agreed that the current school curriculum is more focused on sciences and mathematics and forgets a very critical aspects of development of the child which is based on the left side of the brain. This also justifies why there is so much violence in our communities which is mostly perpetrated by the youth. Thus, stressing how teachers need to start applying empathy, mindfulness, and compassion themselves, because it is critical to understand the learner first before attempting to teach them the relevant subjects.

During the workshop the teachers discussed some of the global social-political issues such as migration, global citizenship and gender equality in relation to their own context i.e. This further created an exchange between the teachers themselves, as they were sharing experiences from their schools and communities. In the universal context of migration, the UNESCO MGEIP shared how today we have around 244 million migrants across the globe, thus stressing the need for social cohesion activities.

Our SA Teachers engaging in a fruitful discussion.

Our South African team elaborated on the current situation on migration, characterised by Xenophobic and Afrophobic violent acts which have been sprouting around the country. These acts show how we need to educate learners and others on global citizenship. This will equip learners with the right kind of skills and knowledge on human rights, diversity and inclusivity to avoid such outbreaks.

Overall, the workshop was very informative, it did not only equip the teachers with the skills to navigate the digital Chi platform which the programs will run on, but further created a platform for other burning issues to be addressed.

Sri Lanka, Bhutan, India and South Africa participants during certification ceremony.

The teachers were very thankful for the opportunity Africa Unite and UNESCO gave them and they are looking forward to the implementation of the program in their respective schools.

For more information visit UNESCO MGIEP at http://mgiep.unesco.org/article/joining-hands-for-global-citizenship-education-fostering-social-and-emotional-learning

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AFRICA UNITE CHOOL CLUB x SHAWCO HEALTH – COMMUNTY HEALTH LIAISON.

On the 13th of April 2019 Africa Unite School Club together with the University of Cape Town student run organisation; Student Health Welfare Centre Organisation (SHAWCO) Health partnered on an information sharing workshop at the SHAWCO Health Offices at the University of Cape Town’s Medical Campus . SHAWCO invited 6 Africa Unite’s School Club Ministers of Health and Environment as well as their 3 deputies. The following schools attended the workshop; Dr Nelson Mandela High School (Nyanga) , Hector Peterson High School (Kraaifontein), Masibambane Secondary School (Kraaifontein), Heideveld High School (Heideveld), Rosendaal High School (Delft) and Portland High School (Mitchell’s Plain).

The workshop was aimed at educating the ministers deeper regarding  health issues that affect local communities. Thus, creating a space which informs the ministers on how they can bring about health change within their school and communities.

The workshop began with general introductions where the SHAWCO team introduced themselves and what they stand for as an organisation. They further elaborated on how they continue to assist local communities regarding health issues.

As the educational program continued, the SHAWCO team explained the difference between health promotion and health education so that the ministers could get a better understanding between the two. This aids them to decide on the kind of projects they would want to coordinate  to address health issues in their respective schools or communities.

The workshop also focused on addressing diseases such as High Blood Pressure, Diabetes and HIV and Aids. Following this, the club members were tested on what they had learned throughout the day as SHAWCO conducted a quiz which addressed the topics they had covered.

The following questions were asked:

  • What is HIV and AIDS?
  • How does HIV and AIDS affect the human body?
  • How can people be infected by HIV or how can people pass on HIV?
  • How to monitor HIV and AIDS?
  • Which steps may a person who is infected by HIV take?

Furthermore, what stood out throughout the workshop was the reaction of the club members towards the topics that were discussed. As they had enthusiasm throughout the whole session, therefore absorbing all the information relied to them.

An outcome to this workshop was the determination to spread the information they gained at the workshop. As the ministers vowed that they will commit themselves to creating awareness campaigns related to health and environment in their respective schools and communities.

We would like to thank SHAWCO Health for inviting our club members to such an informative workshop.

For more information on SHAWCO Health please visit, https://shawco.org/health/.

For more pictures of the event please click here: https://www.facebook.com/auschoolclubs/?ref=settings

PLEASE BE ADVISED TO ALWAYS CHECK ON YOUR HEALTH STATUS.

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