Originally piloted in four Member States (Lesotho, Malawi, Zambia and Zimbabwe), FutureLifeNow! was launched in South Africa in 2023. Through it, learners in the FutureLifeNow! schools in South Africa have been exposed to a variety of the programme’s themes, including sexual and reproductive health and rights and climate change awareness and its effects.
The programme’s target audience are primary and secondary schools learners, including girls and boys who are going through puberty—an exciting time for them, but one that is also fraught with mystery and misconception.
Puberty is one of the most interesting stages that young people go through. It marks the transition from childhood to young adulthood and brings a range of emotions, such as sadness, embarrassment, excitement, and confusion. – Andile Gininda, MIET AFRICA youth facilitator
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Então, como podemos trazer a agência estudantil para a sala de aula?
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Alors, comment pouvons-nous amener les étudiants à agir en classe ?
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Chewe Shonga with one of his bracelets
Chewe Shonga (22) has grappled with cerebral palsy for most of his life, yet he refuses to let his condition define him. As a learner at the Kabulonga Boys Secondary School in Lusaka, Zambia, he came into contact with FutureLife-Now!, which has allowed him to showcase his extraordinary talents in arts and crafts, particularly in bracelet-making. His journey epitomizes resilience and determination, fuelled by the empowering support he receives from the programme.
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FutureLife-Now! Country manager, Moses Machipisa, making a presentation at the Peer Education training
The use of “peer educators” to implement FutureLife-Now! is an important feature of the programme in Zimbabwe, Phase 2 of which is now full steam ahead. To ensure that they are fully equipped to maximize programme impact, in May this year the country team organized two dynamic training sessions for nearly 100 educators from 37 schools— the first at the Nashville High School in the Southern Region, and the second at the Ambassador Hotel in the Northern Region.
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Participants engaging in group work
HIV&AIDS—together with issues such as poverty, early and unintended pregnancies and even natural disasters— continues to be a serious threat to young people (especially girls and young women) attaining their full potential, and negatively impacts their mental health and wellbeing. Closely interconnected challenges such as these are exacerbated by the scourge of genderbased violence (GBV), and even more so when it is perpetrated in schools, which are supposed to be places where children’s fundamental rights, including the right to education and safety, are protected. School-related GBV comes in different forms—physical, sexual and psychological—and is rooted in harmful gender norms and stereotypes that are present, to some extent, in all societies around the world.
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The winners—Likuni Girls Secondary students with their trophy
FutureLife-Now! contributes to the development of healthy and empowered young people who can lead responses to 21st century challenges, including those related to health and education. The programme achieves this through innovative—and sometimes fun—activities, such as competitions and quizzes.
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Delegates pictured at the sharing meeting
Sharing knowledge enriches the receiver but costs the provider nothing.
FutureLife-Now! is a Southern African Development Community (SADC) initiative currently being implemented in six Member States. Now in Phase 2, its overall goal is to promote the development of empowered young people to lead responses to pressing 21st century development challenges, in particular those related to sexual reproductive health and rights, gender and climate change. One of the key strategies it adopts is “knowledge development”, whereby all Member States can share and exchange best practices and lessons learnt, thereby strengthening regional cooperation and coordination.
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So, how can we bring student agency into the classroom? 
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L'UNESCO met l'accent sur l'éducation en sciences, technologies, ingénierie et mathématiques (STEM) pour remédier au fait que les filles et les femmes sont sous-représentées dans ce domaine, tant à l'école que sur le marché du travail. Trop de filles et de femmes sont freinées par les préjugés, les normes sociales et les attentes qui influencent l’éducation qu’elles reçoivent et les matières qu’elles étudient. Les écarts sont plus importants dans les domaines de l’ingénierie et des TIC, où les jeunes femmes ne représentent que 25 % des étudiants dans ces domaines dans les deux tiers des pays disposant de données. Le rapport révolutionnaire de l'UNESCO Déchiffrer le code : L'éducation des filles et des femmes dans les domaines STEM a été le premier à mettre en évidence les obstacles qui étouffent l'engagement des filles et des femmes dans ces domaines et à proposer des solutions pratiques sur la manière de surmonter ces obstacles. L’UNESCO aide les pays à dispenser une éducation STEM transformatrice en matière de genre et à accroître l’intérêt et la participation des filles et des femmes dans ces domaines considérés comme essentiels pour notre avenir collectif.
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25 September 2024, 15:05
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