General Report
RLO Name: Initiative and Advocacy for Orphans Development
Project Name: Social and Emotional learning (SEL)
Objective: Our project focuses on improving the educational and psychosocial well-being of School dropouts and orphans and vulnerable children in our community. We aim to provide emotional support, promote inclusive education, and foster social development for these children and their families, Teachers, BOMS, and community leaders.
Key Activities: We held 5 community engagement meetings and 1 teachers' engagement, trainings with parents, focusing on the emotional and educational needs of their children. We also had organized Social and Emotional Learning (SEL) sessions for children, where they participated in creative activities to express themselves and build resilience. Additionally, we provided psychosocial support and SEL 3 trainings for parents to equip them with strategies for supporting their children's development. To promote peace, we ran sports activities and a holiday SEL workshop. we also worked on re enrolling 73 school dropouts that is in the months of January to march and over the holidays we had collected data for 33 more dropouts that were helped to continue their education. To enhance collaboration, we formed 3 schoolworking groups which include teachers, parents, BOMS and community leaders. On average, 250 children attended our programs daily, which reflects the success of our initiatives in reaching and supporting the most vulnerable members of the community
Our latest project at the Initiative and Advocacy for
Orphans Development (IAOD) aimed to improve the educational opportunities and
psychosocial health of school dropouts, orphans and vulnerable children.
Key achievements from this initiative include
We facilitated the re-enrollment of 73 children who had
previously dropped out of schools, and we had collected data for 33 more
dropouts only in the month of April and
on the month of May we had support 6 more children with school Uniform, 2 from
Alnuur primary school 1 from Palotaka and 3 from Shabelle primary school by giving
them a renewed opportunity to pursue their education we are able to train 16 teachers
On SEL and classroom management for children to have friendly learning.
This number of children is divided into 3 groups.
Group A FOR SEL that’s has only 100 children, Group B is for children under
clubs that poem club with 50 and other group is for Drema and dancing group all
this groups are supported to enhance their emotional wellbeing's.
We organized Social and Emotional Learning (SEL) sessions to help children build emotional intelligence and resilience. Through activities such as vision board presentations, poetry recitals, and art exhibitions, children were encouraged to share their dreams and feelings.
66 parents and 16 Teachers received training on childcare methods, including SEL practices, to better support their children's development at home and at school.
From these trainings the main lesson learned here is parents are really welcoming SEL and we had seen parents going to schools after they children, we had seen parents working together with teachers after trainings, we had seen Our BOMS coming to our centre asking for better ways that our RLO will do more to support bring many children back to schools with good work we had done in schools like Palotaka, Alnuur and Shabelle. WE had seen teachers who are able to introduce SEL during they lessons, and some had come back to us asking for more trainings after the training done by our team on SEL
We had Sports for Peace program over the holiday to encouraged teamwork and mutual respect among children, helping to strengthen children's bonds and after this program we have revisited a very big number of children who are brought by the parents to our centre that has gone beyond our expectations and targeted number of children to support this Year we had a target of 100 children right now the number is really more than we had targeted the community is in love with SEL too much.
We established three school-based working groups including Bom's, Teachers, parents, and community leaders dedicated to fostering a nurturing and inclusive school environment. After formation of this groups the parents are able to move to schools even without our support we have seen and revised calls from some parents asking for as to support them even at home to make sure that these children are all back to schools.
We already see the Power of Community Engagement whereby parents, teachers, and community leaders proved vital. Their active participation in meetings, workshops, and the formation of working groups contributed to a nurturing environment for children. This collaborative approach increased accountability and encouraged shared responsibility for both parents, teachers' community leaders and School BOM.
We have parents who had volunteered successfully to support us on children who had dropped out case in the community this has brought to as a lesson of collaboration with the community these parents are working together with working group.
Ongoing Engagement Ensures Impact Our steady involvement of more than 250 children in daily programs showed the importance of consistent participation. Maintaining regular engagement from both children, teachers at schools, community leaders and the Bom's really helpful to our work.
