1. Positive Discipline in Schools: Eliminating physical and humiliating punishment (PHP) in Zanzibar

2. Agenda Violence Against Children (VAC) in the education setting
Partnership with the Ministry of Educational and Vocational Training (MoEVT)
What is Positive Discipline in Everyday teaching?
Development of the Positive Discipline Manual and Testing
Implementation Progress and Key Achievements
Challenges, Lessons learnt and Recommendations
Feedback from Teachers and Students
Positive Discipline in Schools - Zanzibar
February 2018

3. Facts on Violence Against Children (VAC) in schools in Zanzibar
A UNICEF VAC study in found that the most common form of VAC in Zanzibar is Physical and Humiliating Punishment (PHP).
More than 70% of the students reported having experienced some form of PHP at the hands of educators (school teachers and madrassa teachers)
Studies show that PHP in schools and madrassas (Quran schools) can act as a barrier to accessing education, and causes physical, psychological and emotional consequences on students.
Mention culture of PHP
Positive Discipline in Schools- Zanzibar
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4. Partnering with the Ministry of Education and Vocational Training (MoEVT)
Two year pilot from 2012
As a result of the VAC study, a two year ( ) pilot project was developed and implemented in 20 schools in Zanzibar. Different learnings came out of this pilot:
When introducing the alternatives to physical and humiliating punishment (PHP), teachers needs a lot of follow up support and coaching. A one off training is not enough.
Teachers needs to understand that eliminating corporal punishments means BOTH physical and humiliating punishment. Several teachers only stoped using physical punishment and instead increased humiliating punishment.
When introducing the alternatives to PHP, both teachers, students and parents needs to be sensitized.
Neighboring schools heard about the pilot and teachers from such schools wanted to be transferred to the violence free schools. Due to this positive progress, the MoEVT wanted to scale up the pilot to include all schools.
It was decided that the Positive Discipline approach from Manitoba University (Canada) would be suitable for this purpose.
Childrens behaviours initially went out of control as there was a misunderstanding about the concept. It was thought that children should do what they wanted to do and behave as they wish without any consequences. In some places caning was replaced with other alternatives of punishments that turned out to be counter productive, and even more harmful to the children.
Positive Discipline in Schools - Zanzibar
20 February 2018

5. Positive Discipline Is Positive Discipline Is Not
What is Positive Discipline in everyday teaching according to the Monitoba University model?
Positive Discipline Is
Positive Discipline Is Not
An approach to teaching that teaches and guides children, with the goal of optimizing their development.
helping children develop self- control over time
teaching children how to make good decisions
building children’s skills and confidence
letting children do whatever they want
having no rules
quick reactions to situations
Read each point clearly, ensuring that the audience understands that Positive Discipline is NOT permissive – but it also is not punitive. It is a long-term approach to building children’s skills and teaching them about conflict resolution in order to interrupt the transmission of violence across generations.
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Positive Discipline in Schools- Zanzibar 5 5

6. children think and feel
The Positive Discipline model Discipline Model
The approach to
obstacles, challenges
and frustrations
Problem solving
Understanding how
children think and feel
The materials
Providing
warmth
Providing structure
The tools
Identifying
long-term goals
The plan
Positive discipline has four components:
1) identifying your long-term childrearing goals;
2) providing warmth and structure (warmth is safety and security; structure is information and guidance)
3) understanding how children think and feel; and
4) problem-solving.
Just like building a house:
you need a plan to know where you are going (long term goals)
you need the right tools – more than just a hammer (warmth and structure)
You need to understand the materials that you are using as you will use different methods if you are using bricks or glass (Understanding how children think and feel)
and as you know you will have obstacles, challenges and frustrations, you will need skills to deal with those (problem solving)
These are the skills we need for building healthy children, healthy relationships, and a healthy society.
Child Rights
Principles
Pedagogical
principles
20 February 2018
Positive Discipline in Schools- Zanzibar

7. The Positive Discipline approach process in Zanzibar
Establishment of the National Technical Committee on Positive Parenting and Positive Discipline (NTC) in The NTC has three sub-committees:
Sub committee on Positive Parenting
Sub committee on Positive Discipline in schools
Sub committee on Positive Discipline in madrassas
Process of developing the manual
Contextualize materials
Appropriate illustration and graphics
Oversight by sub-committee
Field testing
With grants from Sida, SCI initiated the founding of a National Technical Committee.
The Committee consists of 21 members from the following institutions: Ministry of Empowerment, Social Welfare, Youth, Women and Children, Ministry of Education and Vocational Training, Mufti’s Office (Department of Islamic Affairs), Kadhi’s Court, Zanzibar Association of Imams, Zanzibar Association of Private Schools, Zanzibar University, and State University of Zanzibar.
It is clear that PD in schools alone will not be effective nor efficient, as children also face PHP in homes and in religious settings
Positive Discipline in Schools - Zanzibar
20 February 2018

8. Development of the Zanzibar Positive Discipline Manuals
Ensuring the content is in accordance to religion and culture – involvement of religious scholars, MoEVT and other gate keepers.
Using artists that are either local or have lived in Zanzibar long enough to understand the culture.
For every step taken the sub committee is gathered to oversee progress and give their inputs and comments
Field testing was done in 2 places one on each island, with almost 70 teachers and district education officials. A lot of learning came out of this testing, and the manual is being amended appropriately.
To ensure that the PD approach is actually reducing VAC, all the manuals are to be piloted in two locations through an OAK foundation grant. A rural and an urban setting. Here it will be tested in the local government school, with parenting groups and parentcommittees, with children councils, with local madrassas and at the local mosques.
Result: Girls and boys are protected from violence in the formal and informal school setting.
Outcome: The use of Physical and Humiliating Punishment (PHP) is reduced in formal and informal school settings.
Outcome Indicator: % of girls and boys in selected schools where the teachers have received positive discipline training report no PHP has been used in the last six months.
Output: Teachers, instructors and administrators trained in positive discipline techniques.
Output indicator: # of teachers report that they have acquired knowledge and skills on positive discipline.
Positive Discipline in Schools - Zanzibar
20 February 2018

9. Implementation Progress
A total xxx schools and all teachers including other support staff need training. This is to be done through the district based Teachers centres..
Implementation Progress
In Sept 2017 Save the Children together with IELS Unit started to roll out the Positive Discipline training. All teachers in South District of Unguja have been trained and 424 teachers in North A District.
Positive Discipline in Schools - Zanzibar
February 2018

10. Achievements:
The manual has been heavily contextualized to Zanzibar’s Muslim and traditional culture which has ensured understanding and acceptance by local communities and religious scholars.
Changed knowledge and attitudes among teachers that PHP constitutes violence against children, and thus support the overall effectiviness of the project.
26% knowledge increase among teachers on how to use positive discipline in schools (based on the pre/post training tests).
90% of the teachers trained said they would like to apply what they have learned.
Positive Discipline in Schools - Zanzibar
February 2018

11. Challenges:
The task at hand is large. Roll out of the manual needs to happen in all schools in Zanzibar (private and public). Logistics and funding remains challenging.
Teachers feel that structural challenges (number of students in classes, availability of desks and chairs, availability of other teaching tools, number of teachers in large classes) in schools will make it difficult to implementation positive discipline.
Number of trainers remains a challenge as there are not enough personel at this level to train all teachers in each district and provide follow up support.
Number of master trainers remains a challenge as there are not enough personel at this level to train all teachers in each district. We are together with the Inclusive Education Unit looking at possibilities of training other education staff for the purpose of the roll out.
Each and every teacher in Zanzibar should have a copy of the manual. This is a challenge for financial reasons, we hope to work with other partners in education to overcome the challenge.
Positive Discipline in Schools - Zanzibar
20 February 2018

12. Lessons learnt and Recommendations
Need for Councelling services during the trainings because PD training can bring about a lot of emotions, regret and painful memories for participants.
Need to sensitize students to create close collaboration between teachers and students
Streghthen monitoring and follow up to encourage and support teachers in practicing positive discipline skills
An unforeseen challenge was learned through the field testing where the participants – not only as teacher, but as parents and carers and former victims of different forms of PHP – reacted very emotionally to the learning about how PHP harms children in their development. During the testing this was mitigated in the way that one of the MoEVT staff who was a trainer had counselling experience and was able to support participants. However in the real world this will be difficult to ensure during roll out.
Positive Discipline in Schools - Zanzibar
20 February 2018

13. “Giving up physical and humiliating punishment does not mean giving up discipline”.
Teacher in Pemba
Quote from a teacher who received PD training
Positive Discipline in Schools - Zanzibar
20 February 2018

14. “Now I know that there is no need to use the stick in disciplining children but to understand the different behaviors as per the age of the child and helping them learn accordingly”.
Teacher in Unguja
Quote from a teacher who received PD training
Positive Discipline in Schools - Zanzibar
20 February 2018

15. “ We are tired of being called bad names by our teachers such as dog, pig – this makes us feel bad. With this manual we hope teachers will learn good disciplining techniques and change the way they treat us”
Student in Unguja
Quote from a student who was sensitized on the content of the PD manual
Positive Discipline in Schools - Zanzibar
20 February 2018

16. “ This manual is very important, not only to teachers but also to us, as it will bring good cooperation and friendship between teachers and students and we will feel free to tell our teachers about problems we are facing in our schools”
Student in Pemba
Quote from a student who was sensitized on the content of the PD manual
Positive Discipline in Schools - Zanzibar
20 February 2018