World Starts with Me (WSWM) programme was initiated in 2005 to contribute to the improvement of young people’s capacity to respond to the challenges that arise from the difficult period of adolescence and prepare them for the future. The Center for the Study of Adolescence (CSA) in collaboration Rutgers World Population Foundation (RutgersWPF) has been implementing this comprehensive sexuality and
Life Skills Education Programme in in about 129 schools since 2005/06. This low-tech and easy to adapt tool was initially developed in Uganda and adapted in Kenya, South Africa, Indonesia, Vietnam and Thailand. WSWM goals and target group
WSWM combines IT skills building and creative expression with sexual health and rights education. WSWM uses experiential learning as the didactic method and follows the principles of three combined approaches: Adolescents’ Development, Behaviour Change and the human rights-based approach. This combination empowers young people not only to obtain required knowledge, but also to develop appropriate attitudes and learn healthy and responsible behaviour and life skills (communication skills, learn how to refuse and negotiate, using health services). In addition, young people learn to unfold their creative and IT skills as preparation on modern job opportunities. The integration of ICT in daily life all over the world is a fact and for most formal jobs basic ICT skills are a necessity. Therefore missing out on basic ICT-skills is not an option for talented and motivated youth. Providing relevant and youth-friendly ICT training that attracts youth to experiment more with computers is therefore an added advantage of this programme
The curriculum is designed for in- and out-of -school youth in the age bracket of 12-19 years and their intermediaries: teachers and youth workers. WSWM can be used in secondary schools as well as in tele-centers, libraries and other student-facilitator out-of-school situations. The targeted young people do not need to have previous computer experience. They have to be able to read and write and have followed at least some formal education. Teachers and youth workers have to be youth-friendly, interested in supporting young people in decision-making and skilled in participatory teaching styles and using ICT tools. Content
The 15 WSWM lessons are set up in the next evidence-based, logic sequence of themes to guarantee the efficacy of the curriculum:
Lesson 1 - 3 lays the foundation for decision-making by building self-esteem, getting insight in own sexual development (puberty and adolescence) and exploring the processes of developing autonomy and own values and norms. The decreasing independency of parents is addressed, while mapping own social relationships is used to get insight in the support in developing an own value system, and role modelling of life skills as well as support in goal setting and planning for the future. Cultural and political influences in the environment are explored and students learn to take position by reorienting on gender roles and getting empowered by sexual and reproductive rights
Sexuality, Respect and decision making on sexual behaviour: Knowing themselves, aware of social influences and entitled to their rights, the potentials of sexuality are addressed in lesson 7 - 11. With the positive perspective of sexuality as a vital source for life sexual health problems are addressed. Learning to communicate openly and discuss sexual health risks related to pregnancy, STIs and HIV/AIDS are supported by strengthening personal decision-making on own sexual behaviour and learning to respect decisions of a partner. Respecting the rights to self-determination, to physical and mental integrity and to protection and health care is the core value in addressing stigma, sexual harassment and abuse. This sexual health part integrates how and where to look for support in case of sexual health problems. In lesson 12 – l5 lessons learned are used for goal setting and planning the future and learning to share them with peers and community. The curriculum is completed with making peer books and inviting parents and community to the exhibition which shows the class results; slogans, posters, action plans, peer books, et cetera.
