REFLECT: RESEARCH PROCESS ON THE LIVES OF COMMUNITIES TO SOCIAL, POLITICAL, ECONOMIC AND CULTURAL CHANGE, ACCORDING TO KARUSI FACILITATORS

By Charlotte.Bazira@actionaid.org

Testimony from Nsekanabo Crescence, married, mother of 6 children (all girls), Gahahe Hill, Town Gitaramuka, facilitator since 2004:

"When I gave birth to my sixth child, my husband started abusing me on the pretext that the family line will disappear because of me. He beat me every day and I could not spend 3 days without he beat me. He never thought to buy clothes to me or the children. I was sufficiently traumatized and my children thought that one day I would die under the blows. He had kept me away from all household assets. As an example, when we sold banana beer, I served only as labor for the transportation of garbage without being aware of the price at which the beer was sold.

I looked for a strategy to change the behavior of my husband using my abilities as a facilitator. For this reason I took the initiative to learn reading and writing to my husband although initially it was not easy because of his difficult behavior. But I have not released. Subsequently, I invited him to participate in REFLECT meetings taking place on our hill. That day, we exploited topics related to joint management of family resources. Thus, my husband gradually started to change his behavior and now we decide together on projects of the family that we must implement, but also the expenses to be done regarding our income”.

Teachers' Unions finally wake up against Corporal Punishments, as another cause of drop out in schools….

Charlotte.Bazira@actionaid.org

Since May this year, one of the four teachers' Unions in Burundi organized a nationwide sensitization against Violence in school as it has been revealed that it is a major cause for concern and forces many children to attend irregularly or to drop out: The session took data from ILOP participatory research as a reference and the focus was on child’s right protection in schools.   TUs, parents and Ministry education representatives participated.  School based committees of children and teachers had been put in place to regularly ensure their colleagues’ rights are protected including disabled, orphans and positive HIV who were neglected. These committees meet regularly and meet with the General assembly quarterly with a summary assessment of the child’s right protection situation in their schools. In the Burundi East region, this committee is very active and the impact is being exported to other regions. Note that these structures still need support to be strengthened and to make the largest possible impact. “This project is like a light for our school. Since these kind of meetings had been started by PTAs members, the percentage of drop out rate is going down and down,….I also have some students who joined and now  became advocates of child rights here…” a Head teacher said during a sensitization session at Karusi.

 As well as the sensitization session, the local committee that is in place, in partnership with SLEB and ActionAid, organized an intensive awareness campaign in the 4 regions during the whole year period to ensure all teachers and parents are aware of what child protection means in a classroom setting. The four media stations contributed very much with spot radio and TV, sketches, broadcasting and the local based associations contributed with traditional theatre. Information leaflets on child protection policy and equal treatment of all children in schools had been distributed through schools.

A second round of the campaign worked with media stations in the four regions to cascade the messages around child protection and child rights to a local level.  Information leaflets on child protection policy have continued to be distributed through schools. At local level, school based committees have been set up to promote child protection and monitor the wellbeing of vulnerable children.  Committees are made up of teachers, students and parents who meet regularly to assess the child protection situation in that school.   These committees have been set up in 92 schools and it is hoped this scheme can be rolled out further in the future.

WEST AFRICA- READY FOR ADVOCACY IN EDUCATION FINANCING

Dorothy.Konadu@actionaid.org

As part of efforts to build the capacity of Civil Societies working in education to campaign effectively for adequate resources to ensure quality education delivery ActionAid International in collaboration with Education International has produced a toolkit for campaigning on education financing. Subsequently, it has become necessary to ensure effective utilisation of this toolkit and to achieve this effectively the target group has been carefully divided into units to be trained. The training for Anglophone West Africa was held in Banjul, The Gambia from September 27 to October 1, 2010 with representatives from Teachers’ Unions, National Coalitions on Education and ActionAid from Ghana, Liberia, Nigeria and Sierra Leone as participants. The Gambia being the host country had a total of fifteen representatives.

The objectives were to:

·         build the capacity of participants to understand key issues relating to education financing in their country

·         develop a national campaign on education financing, tailored to the national context that builds on existing initiatives

·         align the national campaign on education financing with the specific opportunities and demands of other campaign opportunities in 2010

·         enable participants to leave with the confidence and clarity to run efficiently their own national workshops

To achieve these, the workshop introduced the participants to the key principles to follow in building an evidence-based campaign buttressed by international requirements and identified common regional groups to collaborate with. It also helped identify targets for advocacy both in-country and as a sub-region and provided a lot of practical examples of issues that need to be tackled in education financing advocacy. 

As practical as it was, it drew on examples from participating countries to explain how suggestions provided in the toolkit could be adapted. Thus, for instance, there were discussions on the various country-budget cycles with emphasis on the need for gender budgeting as well as the power dynamics in setting the budget for education. This enabled participants to identify players involved and establish the level of ‘power’ each wields in determining what is finally approved as the budget for education. This was to help participants know who to target on what issue. Other areas of focus included key teacher issues that need to be considered during budgeting and these were identified mainly as funds for training and professional development, remuneration and accommodation.

Officials from various government offices such as the Ministry of Education, Ministry of Finance, Tax revenue office generously gave presentations on the Gambian example to facilitate the discussions. There was also an introduction to Macro-economics and education presented by an in-country World Bank official. This brought pages 80 to 83 of the toolkit on those to see when collecting relevant macro-economic data and conducting interviews to life and generated a very lively discussion leading to major lessons.

By the end of the workshop, each country group had, from the series of group work, developed a plan to start an evidence-based national education financing campaign

As a way-forward, ANCEFA encouraged represented organisations to build on campaign plan from the workshop for implementation and make budgets available to carry the plan drawn at the workshop through at the national level. It is anticipated that CSEF will fund national workshops on education financing as well as research to buttress campaigns. It is also expected that participating countries will apply knowledge and experience gained to achieved improvement in actual finances for education in their various countries

GIVING THE GIRLS A VOICE!!!! ….. BRING ABOUT INCREASE IN BUDGET!!! Azuka.Menkiti@actionaid.org

At the heart of programming and intervention design for the Enhancing Girls Basic Education in Northern Nigeria project (EGBENN) are the unreached rural girls of Northern Nigeria who are unable  to challenge and effectively fight the forces of their oppression, discrimination and unequal treatment. The girl child in Northern Nigeria is glaringly a double­ disadvantaged individual given her sex and age. She is brought up in structures, systems, values, attitudes and practices that create circumstances which violate her right to access education.

The socio-cultural context of her existence not only encourages social exclusion and gender discrimination, but in addition, brings to bare the effects of instutionalised patriarchal practices hidden under the culture and religion to perpetuate injustice and unfair distribution of opportunities, hindering the development of education policies capable of guaranteeing her right to education. The girls  grow up with complex of attitudes inculcated in them very early in life. Most often by the time they reach teenage age, socialization processes put them in their place as inferior to boys which they simply accept.  According to   ten year old Dayyaba Ibrahim, “We are inferior to the boys.  I am not allowed to say my mind.’

Through the EGBENN project, ActionAid Nigeria formed and established girls clubs in the 36  Project Communities targeted at building self-confidence in the in-school girls to be able to speak out and  advocate for change within their communities. Capacity building activities were organized for these girls including public speaking skills, exposure visits, use of participatory tools, interactive meetings with policy and law makers, debating and quiz competitions, one on one interaction with female role models among others.  The girls meet once a week to discuss issues concerning them in the school and map out strategies for mobilization of their peers who are missing education.

The clubs created space and opportunities for the girls to express themselves. It built the confidence of the in -school girls who are already enrolled to remain and complete their education. It creates in the girls a high sense of rights consciousness to be able to resist attempts to withdraw them from school. Through the use of participatory tools such as community  household maps, social maps the girls are able to identify their out of school peers, within their communities and identified strategies through which such peers could be attracted to enroll in school. Exposure visits were also organized for the girls and some campaign materials such as Hijabs, school bags and vests produced and given them to motivate them to remain in school and encourage others to enroll. Within the clubs, the capacities of the girls were built to review their school environments and determine their child friendliness, identifying the gaps and solutions. 

Key Outcomes

•         Girls who were forcefully withdrawn from school and given away in marriage were empowered to report their parents to the Local Education Secretary who took the parents to court and got the girls back to school. The parents were made to sign undertakings that such girls would be allowed to remain and complete basic education.

•         Increased budgetary allocation to girls’ education by the Zamfara State house of Assembly as result of the interactive meetings between the legislators and the girl clubs.

•         Girls are able to articulate their issues and present same to duty bearers.

The visit to the   state Parliament   provided the girls opportunity of interacting with the key officers. During these meetings the girls present the issues that came out of their School mapping such as lack of separate toilets for girls, Absence of Female teachers, Lack of girl -sensitive recreational facilities in schools, dilapidated school buildings and absence of instructional materials. One of such interactions, Sadatu Mailafiya who spoke on behalf of the girls requested the Speaker of the state Parliament to “ use his authority to ensure that these facilities are provided so that when we tell our friends who are not in school to join us they will happily come.” 

Honorable Speaker, Alhaji Abdullahi Sambo assured the girls of the commitment of the Legislature to ensure that the girls enjoy their rights to education “We in the State house of Assembly will work hard to make sure that all you have requested of us are provided for in the next budget. We will work with the Executive to provide the schools with the entire infrastructure that will school worthy going. I encourage you who are in school to ensure that that nothing takes you out of school. We will ensure that additional 500million naira is added to the state budget to take care of these concerns you have raised”

GIRLS’ CONFERENCE INSPIRES GIRLS TO WORK HARD AT SCHOOL by Julie.Juma@actionaid.org

Girls from the five districts in which ActionAid International Malawi works in the Southern Region participated in a two day girls’ conference in Blantyre from 15^th -17^th October 2010.  There were 51 girls from primary schools and two from secondary schools. These were from Nsanje, Phalombe, Neno, Chiradzulu and Machinga.The purpose of the conference was to encourage the girls to stay in school and aim at attaining the highest levels of education. In Malawi the dropout rate is high with girls having only a 27% completion rate.

The girls were therefore given talks on leadership, assertiveness, self esteem, hygiene, HIV and AIDS and violence against girls. They were also exposed to role models; women of different professions. They were also taken on exposure visits to the Blantyre Print, Malawi Institute of Journalism (MIJ) and Radio station and Southern Bottlers Malawi Ltd where they witnessed how beverages are made. At all these places they met with female managers who encouraged them to work hard and explained how they themselves worked hard at school to get to where they are today, the obstacles they met and how they overcame them.

The theme of the conference was ‘change begins with me’. The girls agreed at the end of the conference that for them to progress in life they need to change their attitude towards education, believe in themselves and influence others to see girls’ education in a different light.

The girls were very inspired by the visits and the talks given to them by the women.  One of the girls Tadala Gama from Phalombe Primary school said that she was very inspired by the young journalists that she met at MIJ and that she will work extra hard at school to achieve her ambition of becoming  a nurse. To her she has seen for herself that women can also be managers in organizations therefore she will share what she has leant at this conference with her friends in Phalombe and inspire them to work hard and be achievers like the role models that they were exposed to.

These girls will be followed up for the next five years to see how they are progressing in their education and what the impact of their having participated in the conference has been. A national conference has been planned to take place in December during the school holidays and some of these girls will also participate in that conference.

UGANDA CASE STUDY: “EMPOWERING LIFELONG SKILLS EDUCATION (ELSE), WIDENING OPPORTUNITIES FOR EDUCATION TO THE DISADVANTAGED”

...by Deogratius.Lukomwa@actionaid.org 

Anena Faridah

A total of 3, 274 children (1,601 girls and 1,673 boys) are enrolled in the 21 centers of ELSE. However, AA Uganda continues to face inadequate funding for NFE, and the realization of government commitments especially on training instructors, although the steps achieved so far are evident; increased outreach through alternative basic education to very poor children who had no chance and hope to access basic education including the integration of NFE in the basic education framework of Uganda. The children are proud of themselves, as Faridah states:

Anena Faridah is an 18 year old girl who resides in Bweyale (Masindi) with her Aunt after escaping in 1996 from the war in Gulu where she lost both parents. She had no hope of continuing with her education in Masindi because, she says: “we had no cloth, food and no shelter; my Aunt feared that children at school would reject me”.

In July 2006, my Aunt enrolled me in Bweyale ELSE Center because all its learners were disadvantaged children like me. But, I dropped-out because I was pregnant and delivered shortly after. After the death of this child, I re-enrolled and have continued until now when I’m in my second year of study. Unfortunately, I got pregnant again and gave birth to this baby girl (with her in photo). My Aunt takes care of the baby as I go to study but when she is away, I go with the baby to the centre. I have managed to continue with studies because we spend only a short time there.  I then use the rest of the time to sell maize and fruits at the Gulu highway to earn some income for food and other necessities. 

If possible I would like to continue with my education, go up to the University level, and become an Engineer or a Doctor because I want to support the people suffering like me.”                          

CHILDREN ARE STOPPING EARLY MARRIAGES IN PEBANE – MOZAMBIQUE

...by Magda.Burity@actionaid.org

" In 2008, I got a marriage proposal from one of the boys in my village who used to live in town. However, the marriage didn’t last long because of ActionAid and the Junior Parliament´s work in my village. I joined the Girls Club, and it made me realize why young girls shouldn’t get married so young.” – says Manzur Rajab.

It is common for girls in Pebane to get married at an early age, records show that over 1,000 girls between the ages of 12 to 16 are already married. This prohibits girls from continuing with their education and following their dreams.  However there is now hope that child/early marriages will be stopped because of Junior Parliament’s work in coordination with ActionAid and Education Directorate in Pebane district.

“I was studying in Grade 6 when there was the marriage proposal. I stopped going to school because I thought with the marriage I will have a good life rather than going to school. One day my friend Agira who was trained by the Junior Parliament members and Girls Club at the school where I was studying with support from ActionAid, came to my house and convinced me to go back to school. I accepted and informed my mother to cancel my marriage because I wanted to continue with my studying.

I went back to school and I managed to pass to Grade 7. I am now a member of Girls Club formed by Junior Parliament and ActionAid. If we are told about a marriage proposal of a young girl, we try to stop them.

I feel very happy and lucky that my friends helped me and my mother supported my decision to continue my education. I want to be a teacher when I grow up and I want to help other girls to follow the same path.”  - concluded Manzur.

ActionAid Mozambique and Junior Parliament have trained and sensitized 329 girls in only Pebane region, and girls like Manzur have returned to school after being sensitized with their fellow friends on the importance of education.

RADIO AND TELEVISION DEBATE ON “EARLY CHILDHOOD EDUCATION” in RWANDA

... by Rita.Umhire@actionaid.org

Actionaid Rwanda, organized on July 18th, 2010 a Public Radio and Television debate on Early Child Education in partnership with the National Coalition in Rwanda. The debate was part of the global campaign on education plan in our 2010 policy priorities

The panel was composed of the Ministry of Gender and Family Promotion, Director General in the Ministry Of Education, Actionaid was represented by the Head Of Program and VSO representative. The local media both private and government (press and local Radio) were present.

The aim was to mobilize government in particular and other donors in general  on the  financing of early child education in Rwanda that lacks support  to date (only parents are in charge, issues of curricula, inadequate  infrastructures, disparities between town and rural areas,  alarming situation of nursery schools in rural areas).

Teachers and Parents in the rural areas especially from DAs  took the opportunity  to ask questions and challenge the government  about early childhood education by calling through a  telephone given to them;  they raised issues of unqualified teachers in nursery schools, unpaid teachers in nursery schools, lack of government support in the  early child education  (only parents have been given  the whole  responsibilities including technical and financial as well as paying salaries of teachers in nursery schools) . Members of the coalition present in the debate questioned the government representatives about issues observed in the rural area like the  lack of budget in the national port folio in the area of early child education (only  0.2% out of the education budget is planned for trainings on ECD), lack of  curricula ,etc...

The Minister of Gender and Family promotion clearly described how ECD was an important level for building a firm foundation for universal basic education. She enlightened the audience on the stages of child intellect development from 0-6 years of age. She highlighted issues foreseen in the delivery of education to this level which include lack of teacher training, lack of proper facilities, the community being left unmonitored when trying to set up ECD centres / schools (nursery schools). She emphasized the importance of increasing budget for financing this level of education.

The Director General from the Ministry of Education supported the ECD technical adviser, shared information on the policy and the available materials and showed support that some people were not aware of.  Rural areas communities challenged government on early childhood education. The Ministry of Gender committed to establish one model nursery school per administrative sector i.e 416 schools in the country.

    2 weeks later, the technical adviser in charge of Early Child Development in the Ministry of education called ActionAid office to inform of the decision to train all teachers in nursery schools; the process will evolve government and partner’s resources.   News papers and local radio raised the issues of early child education what increased awareness on the issue both for government and private officials institutions.

Education des filles: le vrai probleme

Aujourd'hui, la plupart des discussions autour de l'éducation et du genre sont devenues très banales et dépolitisées. Bien que le monde entier se soit mis d'accord sur la nécessité de promouvoir l'éducation des filles, il semble cependant,que c'est ce même consensus qui fait que  rien ne se passe. On remarque sur le terrain, une absence totale de stratégie dans des actions axées sur l'accès à l'école sans penser assez a ce qui se passe dans les écoles; Comme si on ignorait que trop souvent, les écoles sont des acteurs centraux dans la reproduction traditionnelle des rôles et des relations plutôt que de les contester. Ainsi, les filles font elles face aux mêmes préjugés et a la discrimination aussi bien à l'intérieur qu'à l'extérieur de l'école.comment pouvons-nous gerer tous les défis rencontrés par les filles à la maison, dans la rue et à l'intérieur de l'école.?

A NOTE ON CHILD RIGHTS AND EMPOWERMENT FOR SOCIAL TRANSFORMATION (CREST) MEETING - LONDON: 6TH TO 10TH SEPTEMBER 2010

... by Ravi, S.K. ActionAid India ravi.sk@actionaid.org

A meeting on the Child Rights and Empowerment for social Transformation (CREST) was held in London between 6th and 10th September 2010. If there is anything like a collage of serious discussion, hard-work, high quality professional facilitation of the process; and sharing of knowledge, experience, ideas, insights and laughter – all at one place I think it was in the CREST meeting .

What is CREST?

Child Rights and Empowerment for social Transformation (CREST) is an initiative of Africa Regional programs of ActionAid. It was piloted with a view to facilitate children’s participation in programs and also address rights of children in all policy and program operation of ActionAid. Reason being that children and youth are integral part of poor people we work with. Their participation and issues cannot be missed out in ActionAid’s work – towards getting the constituency of children in the mainstay of fight against poverty and injustice. Issues of rights and entitlement of children cannot just be limited to being seen as cross cutting but it also has to be central to our work. CREST was thus a field test to evolve a framework for working with children. A framework that will talk about Action Aid’s commitment to children, its politics and position for engaging with their rights and engaging them in a meaningfully way to provide complete scope for their empowerment.

Why was this meeting? Over the last ten months CREST has gained experience, initial understanding to develop further a framework for working with children and engaging them in AAI work.

Who all took part? Azuka Menkiti (Lead Education, Nigeria), Dorothy Konadu (Lead Education, Ghana), Elizabeth Nakiboneka (Lead Education, Uganda), Jane Sander (Trustee, AA UK), Julie Juma (Lead Education Malawi), Mike Thiedke (Head of Sponsorship, London), Patricia Cassidy (Junior project assistant, sponsorship program, London), Ravi, S.K. (Program Officer Education and Child Rights and National Coordinator DRRS, India), Saer Sy (Sponsorship Program Manager, Senegal), Tsitsi Choruma (Country Director, Zimbabwe and Lead Education for Africa), Victorine Kemenou Djitrinou (International Education Campaigns Coordinator).

The group largely consisted of education practitioners from across the country programs of AAI.

The meeting was facilitated very effectively by Carrie Pat a consultant on participatory workshop from South Africa.

What happened? The meeting began by understanding milestones of CREST since inception. The germination of idea of CREST, Concept, Strategies, Goals and Purpose for working with children and their rights; and stages in piloting in different African Country programs were discussed. Lessons were drawn from the experience and a framework for working with children was evolved.

The findings of the Child and Youth mapping was shared and this helped to identify best strategies, practices, perspectives, case studies and gaps in national work with children and youth.

CREST Framework: This consists of perspectives, vision, principles for work with children, principles for CREST, Goals and Objectives for CREST, Operational Guidance; and Tools and Technique.

Sharing of Resources: Best Practices, Information on Expertise in Child Rights, Methodologies for working with children etc: Case studies, information on research, models, methodologies for working with children, community and children mobilization for addressing child rights, expertise on child participation, advocacy and policy work etc. So that these resources.

Presentation of the CREST Framework to the International Directors, Governing Boards of ActionAid – (Global and National). The Framework of CREST was presented to the International Directors and Heads of Units consisting of: – Adriano Campolino, Ann Jellema, Chris Kinyanu, David Archer, Tennyson Williams and George. This was done with a view to also feed into the International Strategy Review, so that the importance of working with children is recognized in a deeper way.

Final Framework: The child and youth group of ActionAid as well as select representatives of the CREST will finalize the framework by 20th October 2010.

Future Action: A team consisting of Victorine, Debdutt Panda, Viet Anh and Ravi S.K. and others will contribute to evolving next steps for the CREST in Asia. In Africa colleagues have planned a workshop in the first quarter of 2011.

A power point presentation on CREST Framework and a draft report of the meetings are available now for dissemination.

The meeting in true sense meant business – fun – building bonds and camaraderie.

EXPERIENCE SHARING - IET PEER SUPPORT VISIT IN UGANDA

...by Elizabeth.Nakiboneka@Actionaid.org

Uganda CP received a delegation from the international office on August 1st – 10th 2010, to provide support to its education thematic programming and policy engagements. The four member team comprised of two IET staff ie Debdutt Panda, Victorine Kemonou Djitrinou and peers from ESAEN who included Florence Kinyua and Kassaw Checkole. At CP level a number participated in the exercise and these included the thematic lead – Elizabeth Ddungu Nakiboneka, Policy Manager – Paul Ojuman, Building Local Democracy Lead – Rebecca Kukundakwe and the respective DI staffs. The purpose of the peer support visit was to make a rapid assessment of the previous and on-going education interventions in the CP through interaction and experience sharing with AAIU and partner staff, policy makers and implementers both at local and national level and beneficiaries.

The outcomes of the support visit are envisaged to input into the CP’s up-coming new CSP as well as the specific thematic strategy development processes, with the following specific objectives:

·         To review the CP education work to determine progress, outcomes (expected and unexpected)

·         Review national theory of change (methodology under the RBA) and AAIU policy work on education (identify Achievements/strengths, gaps/ weaknesses, opportunities and suggest strategies for improvement) at local and national levels,

·         Review some of AAUI’s partnerships at local and national level and how they have advanced Education work as well as the national external environment and how it affects Education work

·         Identify potential areas for fundraising and provide/ support  linkages to possible funding opportunities

·         Identify and suggest key strategic priorities for the next CSP (2012- 2017),

·         Identify good best practices/case studies for further development and sharing widely,

·         Make recommendations and suggest strategies for improvement.          

While in Uganda, the team managed to make field visits to 2 DIs that focus on the education theme in the Northern Uganda region ie Masindi and Amuru. While in the field they interacted with different stakeholders who included district education officials and leaders. Apart from experience sharing about existing local education issues, planned and on-going local and central government interventions, the team managed to influence the district to commit themselves to taking action to address their education challenges without expecting NGOs to take over government responsibility as the primary duty bearer. For instance in Masindi, the District Education Officer (DEO) had a belief that government can’t afford to feed primary school children. But after a long discussion and sharing of different experiences he actually accepted it as a possible action and a move in the right direction. This commitment to take action and support policy advocacy processes to change the UPE policy towards mid day meals provision by the government still needs to be followed up with education stakeholders in the district while linking up with national level processes.

And while in Amuru in a meeting with the DEO and the District Resident Commissioner (RDC) who is the local president’s representative, the team managed to cause them to commit to taking action about teacher numbers, teacher efficiency through effective supervision and management and teacher quality. The RDC promised to lobby the district council to make enough budget provision to the service commission to be able to recruit teachers to meet the ceiling provided for by the ministry.

At a national level, the team met with members of the national education coalition and the discussion was helpful in paving the way forward for the revival of the coalition secretariat function and participation of coalition members. This has been followed up and there is quite good progress in the right direction for the coalition. Several follow up meetings have been taking place spearheaded by AAIU, SAVE and UNICEF.

 

girls education: the problem

Today, most debates around education and gender have become very bland and depoliticised. Everyone agrees with the necessity to promote girls’ education. However, it seems that because of consensus, nothing happens. Much of the thinking is un-strategic, focused on access to school without thinking enough about what goes on in schools. Too often schools are central actors in reproducing traditional gendered roles and relations rather than challenging them. Girls face the same prejudices and discrimination inside school as outside.
how do we face all the challenges faced by girls at home, in the street and inside the school.?