Achieving SDG 3 and 4 through a collaborative effort
Description
The objective of our project therefore, is to empower Head Teachers across Africa, starting with Uganda to ensure that this agenda, in line with SDG 4, is brought down to the school level. In our efforts to achieve this goal, we take steps to promote Maternal and Adolescent Health, especially regarding Sexual and Reproductive Health and Rights
As our approach, we are applying the Social Cognitive Theory of Health Promotion (Behaviour Change Communication) in order to empower the adolescents to have a greater control over their health, inculcate a culture of disease prevention (HIV/AIDS and STIs) and improving Adolescent Reproductive Health among young Ugandans. <br />
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This theory explores the personal and social competences of young people, making it an incentive to practice the desired behavior. It argues that individuals do not only learn from their own actions and inactions but also from the actions and inactions of other people and the consequences of those actions and inactions thereof. Thus, this project is in two parts: <br />
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1) The Executive Seminar for Head Teachers and Proprietors, which serves as a platform for the authorities to share ideas and experiences as well as acquire new knowledge on the importance of integrating Adolescent Reproductive Health-Health Skills and the subject of HIV/ AIDS prevention in the Secondary School curriculum and creating an enabling environment for the discussion and practice of this subject. This is in line with MoESTS plans. <br />
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2) The High School Magazine, which serves as a platform for students countrywide to observe the experiences of their peers through reading, writing and pictures creatively put together in an attractive design to suit the taste of the youth. This platform enables students to share their experiences on the subject regardless of their geographical, socio-economic and socio-cultural limitations <br />
Our Behaviour Change Strategy is supportive and complementary to those of PIASCY and Straight Talk, which are currently on-going in the country. Whereas the two programs mentioned are doing a lot in terms of empowering groups of students (through clubs) within specific school settings, our approach ensures that the beneficiaries of such empowerment are also able to empower other students, who probably need help but are unable to belong to the club for one reason or another. Thus, we create a platform that transcends the geographical, socio-economic and socio-cultural barriers, and which also involves, not only head teachers but also anyone within the system who is responsible for the welfare of students such as the parents. Thus, students are able to learn from each other more easily and with little facilitation, as well as, interact with people, including those in high positions, who they look up to for positive reinforcement and mentorship.<br />
Being the originators of the idea, and having signed a Memorandum of Understanding with the Ministry of Education, Advocate For Youth is the Lead organization and the convener. Advocate For Youth is also responsible for most of the secretarial work and communications as well as playing the leading role in fundraising, administration and management of funds for project activities.<br />
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The Ministry of Education and Sports as well as the Ministry of Health provide a regulatory and policy support, ensuring that all our activities are carried out in an enabling environment and have the support of the political system in order to operate well within it in accordance with its regulatory framework. These government agencies constitute an integral part of the decision making process of the partnership<br />
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The role of the Association of Secondary School Heads in Uganda is to facilitate contact and information dissemination to Head teachers across the country. They make up an integral part of the decision making body of this partnership<br />
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UNAIDS, UNICEF and UNESCO are represented on the partnership to provide technical support for this project. Where necessary, they are called upon to either help with fundraising for important activities or help directly with fundraising. When we hold seminars such as the Executive Seminar for Head Teachers and Proprietors of Secondary Schools, UNAIDS, UNESCO and UNICEF are major facilitators and all monitoring reports of the project are reviewed by them to ensure compliance with the Sustainable Development Goals. (https://www.youtube.com/watch?v=LbSAUdWH5tY<br />
https://www.youtube.com/watch?v=v1n-twAr9IY<br />
https://www.youtube.com/watch?v=6IjZGRtstzA)<br />
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Moreover, UNAIDS, UNESCO and UNICEF are necessarily a major participant in the initial planning meetings for this project to give technical guidance. As we plan towards making this an annual event and replicating it in other countries, all subsequent announcements are be designed such that all partners' and other key stakeholders are duly acknowledged.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 3
Ensure healthy lives and promote well-being for all at all ages
3.1
3.1.1
Maternal mortality ratio
3.1.2
Proportion of births attended by skilled health personnel
3.2
3.2.1
Under-five mortality rate
3.2.2
Neonatal mortality rate
3.3
By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases
3.3.1
Number of new HIV infections per 1,000 uninfected population, by sex, age and key populations
3.3.2
Tuberculosis incidence per 100,000 population
3.3.3
Malaria incidence per 1,000 population
3.3.4
Hepatitis B incidence per 100,000 population
3.3.5
Number of people requiring interventions against neglected tropical diseases
3.4
3.4.1
Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease
3.4.2
Suicide mortality rate
3.5
Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol
3.5.1
Coverage of treatment interventions (pharmacological, psychosocial and rehabilitation and aftercare services) for substance use disorders
3.5.2
Alcohol per capita consumption (aged 15 years and older) within a calendar year in litres of pure alcohol
3.6
3.6.1
Death rate due to road traffic injuries
3.7
By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes
3.7.1
Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods
3.7.2
Adolescent birth rate (aged 10-14 years; aged 15-19 years) per 1,000 women in that age group
3.8
Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all
3.8.1
Coverage of essential health services
3.8.2
Proportion of population with large household expenditures on health as a share of total household expenditure or income
3.9
3.9.1
Mortality rate attributed to household and ambient air pollution
3.9.2
Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene (exposure to unsafe Water, Sanitation and Hygiene for All (WASH) services)
3.9.3
Mortality rate attributed to unintentional poisoning
3.a
3.a.1
Age-standardized prevalence of current tobacco use among persons aged 15 years and older
3.b
Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all
3.b.1
Proportion of the target population covered by all vaccines included in their national programme
3.b.2
3.b.3
Proportion of health facilities that have a core set of relevant essential medicines available and affordable on a sustainable basis
3.c
3.c.1
Health worker density and distribution
3.d
Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks
3.d.1
International Health Regulations (IHR) capacity and health emergency preparedness
3.d.2
Percentage of bloodstream infections due to selected antimicrobial-resistant organisms
SDG 14 targets covered
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Contact Information
Cletus Asare, Executive Director