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The members of TLT are professionally trained in different learning back-grounds awaiting job-placements or engaged in community service as volunteers. As a result, they seek to use their skills and training to shape up the life and learning experience of fellow girls in junior secondary as well as secondary schools within the region. TLT uses the sessions and opportunity provided by formal schools to meet and interact with learners outside the normal learning hours to discuss on career choices, growth dynamics and the need to excel and access quality professional training. This challenges the students from the schools to work hard in their studies and be more focused. As a result of this guidance and counselling sessions, the girls are better informed to find ways to tackle their issues in a positive manner. TLT is therefore very optimistic that if it can reach out to more learners, the members will be able to positively contribute to the overall performance and wellbeing of the girls in the schools both within the refugee complex and the host communities.

The members of TLT are girls from the refugee community who have excelled in their education from primary to university, majority engaged in temporary jobs or awaiting placement in job markets. As a way of giving back to the community, the girls thought it wise to find a way of being motivators of their young siblings and fellow girls in school to focus on exceling in academics. This is based on the premise that if girls in learning institutions are positively challenged by fellow girls who have been in the same institutions and have excelled. This positively impacts their mindset and challenges them to focus on what is most important in their life as change agents.TLT uses this opportunity to train the girls on soft life-skills such as communication, and how to handle cases that are likely to interfere with their personal security, dignity and wellbeing. As a result of the training, the girls targeted will be able to address gender biases, oppressive cultural practices as well as instances of abuse that are likely to negatively interfere with their growth, development and overall wellbeing. The group trains and seeks to impart values that are geared at inculcating positive behavior, likely to contribute positively to the growth and development of the learners and students in their studies. This also prepares them to be better citizens.

Menstrual hygiene is one of the many issues that contributes to school absenteeism and poor performance in public main school in the northern frontier counties. Since most of the girls in the region have a restrictive cultural background, discourse on the issue of menstrual hygiene is not only a taboo but also treated with a lot of restrictions. This is made worse when the girls do not have a support system for their very own issues. This is a major motivation for TLT to take a leading role in championing for the information sharing as well as knowledge on what exactly needs to be done so as to minimize if not eliminate the effect of the issue on the formal learning of the girls in the primary schools. The model adopted by TLT is that of educating the girls to best understand their bodies, the changes affecting them as they grow and how to handle those changes without necessarily interfering with their normal routine activities. TLT also promotes discourse amongst the girls on how to create support groups that discusses the challenges, explores remedies and strategies to be used to overcome the challenges and promote the education in community. This when applied will go a long way in making sure that the girls become more consistent in their education and school attendance as well as improving their overall performance in school. Lastly, TLT trains the girls on how to use sanitary pads (SPs) when they experience their menstrual cycles. Other hygiene practices such as change of SPs bathing and general cleaning is also undertaken. The group also provides the sanitary pads to the girls they interact with in a bid to enhance the safety of the learners while in school. This practice which follows a comprehensive model has helped the few learners already assisted to become more confident, attend school regularly and continue to excel. If this can be extended to more other schools, the organization will contribute immensely in the betterment of the community.

TLT promotes awareness and girl-child sensitization labs where the girls in upper primary/ junior secondary classes as well as secondary schools are taken through training on important issues touching on their wellbeing. The information shared enables the beneficiaries to understand where they can seek help as well as guidance on actions that violate their dignity. Such issues include rape, female genital mutilation and forced/ early marriages. The labs provide an opportunity for the girls to be thoroughly trained on preventive as well as corrective measures to be undertaken for the overall and general good of the community.6 At TLT, we believe that information is a powerful tool that can be used to address the issues of social injustice and oppressive cultural practices that are no longer useful in the community. With proper information and available of a support group, empowered girls are able to support other girls in the community. This is expected to generate a culture of information sharing, promote discourse on oppressive and demeaning practices as well as providing for channels to address the deviation from the required norm. The information also incorporates the boys and parents as interested parties who, when empowered will play a leading role as protectors and true advocates for the rights and wellbeing of the girl-child.