- VAW Prevention Partners
- VAC Prevention Partners
- Violence Prevention Learning Center
- SASA! Accreditation
- Staff Skills Library
VAW Prevention Partners
Raising Voices works in close partnership with organizations to elevate the quality of violence prevention work in East and Southern Africa. We aim to enhance impact by building capacity, rather than expanding our own presence. We, therefore, invest significantly in providing technical assistance and fostering mutual learning and respect with our partners.
We strive to build lasting relationships that reflect the personal nature of our work and the professional integrity of our approaches. We value the people behind the work, emphasizing genuine respect, cooperation, and open communication.
“Before, in our prevention work we were just raising awareness – all the time! But now we can move on from that and work to skills and actions. And we focused just on the negative consequences of violence against women, now we actually talk about the benefits and the positive parts of better relationships. Being able to talk about power has made our work so much more accessible it’s what people can relate to.”
– Partner Organization, Ethiopia
Are you interested in partnering with Raising Voices? Contact us!
Supporting partners to implement SASA!
SASA! is currently being implemented and adapted by over 60 organizations in more than 20 countries. There have been many inspiring stories of the positive impact of SASA! in the lives of women and men worldwide. They have shown that SASA! can change social norms in a range of settings, from pastoralist areas to refugee camps, from urban communities to rural villages. At the same time, partners are discovering the power of SASA! to transform their own lives and the quality of their work.
Raising Voices and CEDOVIP have provided intensive, structured technical assistance to all partners throughout their journey. We are honored to work alongside such courageous and committed activists.
Visit the SASA! section to find out more about the approach, how and where it is being implemented and adapted, the SASA! study, and more.
VAC Prevention Partners
Our current partners are international agencies, coalitions, institutions and community based organizations in Uganda. The goal of these relationships is to strengthen institutional activism and generate local action to prevent violence against children in the following ways:
- Working on specific issues, such as our leadership of the Coalition against Corporal Punishment and our involvement in the campaign to improve the quality of education in Uganda.
- Strengthening capacities of more than 80 community based organizations to act as resource and referral centers for children experiencing violence and activists who would like to take action.
- A travelling team of activists who are working across Uganda to provoke community-based dialogue, reflection and response to VAC with police, education, health and local government as well as civil society members.
- Implementation of the Good School Toolkit in more than 450 Ugandan Schools.
- Relationships with the media, including 20 radio stations, four television stations, 25 journalists and three media houses.
“For the first time, I see an opportunity of bringing everyone on board to challenge ourselves on the question, what is a Good School and how do we create it? I’m excited about this methodology and foresee a more proactive approach in which teachers, children, parents, community members, Local Government Education Officers and others will become leaders in transforming their schools.”
– Plan Uganda Staff Member
Are you interested in partnering with Raising Voices to prevent violence against children? Contact us!
Violence Prevention Learning Center
The Violence Prevention Learning Center at Raising Voices provides opportunities for organizations and agencies to learn and build skills to prevent violence against women and children.
The Learning Center offers three main types of opportunities:
- Develop capacity to use evidence-based methodologies developed by Raising Voices: SASA! Together and the Good School Toolkit.
- Learn about good practice in violence prevention.
- Participate in Learning Visits to see prevention in action in Uganda.
Learn more by downloading our Violence Prevention Learning Center Brochure.
Who is eligible?
Organizations or agencies working to prevent violence against children and/or violence against women, who meet the selection criteria and are committed to strengthening their violence prevention programming. For more information on selection criteria, see the Violence Prevention Learning Center Brochure.
Where will the trainings happen?
Centralized trainings will take place in Kampala, Uganda. All participants are required to stay at the designated training venue, to avoid disruptions. Expect immersive full days of learning.
Apply for opportunities by describing your need to firstname.lastname@example.org with your organization name, contact person, email address and phone number. You can also look out for calls for applications on this site!
SASA! Training and Technical Support Accreditation
SASA! is a community mobilization approach to prevent violence against women (VAW) and HIV, developed by Raising Voices. Since the SASA! Study demonstrated the methodology’s effectiveness in Kampala, demand for SASA! has increased. SASA! is now being implemented by more than 60 organizations in over 20 countries. Raising Voices’ staff are available for technical support and we encourage organizations to reach out to us. Our experience shows that support from knowledgeable technical support providers often greatly increases the quality of a SASA! implementation. However, demand for technical support on SASA! can go beyond what Raising Voices alone can provide.
For this reason, Raising Voices works with external (non-Raising Voices staff) technical support providers. These technical support providers have been trained by Raising Voices and have varying degrees of experience with SASA! In order to help organizations seek quality technical support on SASA! that meets their needs, Raising Voices has established three types of accreditation for technical support providers, and keeps an active roster of accredited colleagues. We hope these tools will help organizations wishing to adapt and implement SASA! to find skilled technical support providers to help you prevent violence in your communities!
Read more about the Types of Accreditation
For organizations seeking support
If you are an organization seeking a trainer or technical support provider you can:
- Contact Raising Voices at email@example.com to see what training and technical support resources are available and to sign any needed MOUs for implementing or adapting SASA! in your context.
- Explore the Violence Prevention Learning Center , which describes the training courses offered.
- In the event Raising Voices direct support is not available at the time or to the extent you require, Raising Voices can provide a list of external technical support persons and their particular areas of expertise (described further in Types of SASA! Accreditation).
For trainers and technical support providers
If you are a trainer or technical support provider that works with SASA! and would like to seek SASA! accreditation, read the explanation of Types of SASA! Accreditation, then send a completed application form to firstname.lastname@example.org with the subject line “Accreditation request”.
Requirements for accredited providers
Accreditations are good for a period of two years for providers in good standing, and are renewable. To remain in good standing and eligible for renewal, the following requirements must be met.
- Communicate with Raising Voices prior to providing technical support to any new partner, sharing contact information of a contact person at Raising Voices with someone at the contracting organization.
- Agree to Raising Voices requesting feedback on support from contracting organizations.
- Complete bi-annual report form.
- Communicate innovations, achievements, challenges or other important information with Raising Voices in a timely manner, as they emerge.
- Attend at least 2 of the 3 continued learning opportunities per year (attending all 3 is encouraged).
Continued learning opportunities will include webinars and skype or phone conversations on various topics, such as: innovations in SASA! monitoring and assessment, additional support materials, requirements of Memorandums of Understanding (MOUs), adaptation basics, advanced facilitation skills, and other relevant topics. Topics and dates for continued learning will be determined in communication between accredited providers and Raising Voices. Exchange opportunities between accredited providers to learn new skills may also be available. For more information, contact email@example.com
Providers whose request for accreditation is accepted will receive a certificate indicating their type of accreditation and phases of SASA! for which they are accredited. Their name and contact information will be kept on a list that Raising Voices shares with interested organizations.
Staff Skills Library
The Staff Skill Building Library consists of training modules designed to strengthen skills of staff implementing or supporting community-based violence against women prevention programs. The Staff Skills Building Library is designed particularly for organizations using the SASA! Activist Kit for Preventing Violence against Women and HIV, but can be used by anyone working to mobilize their community to prevent VAW.
The Library was created because, in providing technical assistance to organizations around the world on VAW prevention, Raising Voices realized that organization staff members often need specific skills in order to create high quality, strategic community mobilization efforts that make an impact.
Modules from the library follow SASA!’s phases of community mobilization, but can be used as needed, depending on current staff assets and needs.
As we work with institutions such as schools and other human rights organizations, we see the impact of our combined efforts. We have two rigorous quantitative studies in progress to investigate the impact of our approaches in communities and schools, the SASA! Study and the Good School Study.
In addition to the quantitative studies, we strive to learn more about the impact of our approaches from rapid assessment surveys, qualitative work and ongoing program monitoring.
Impact in Organizations
At Raising Voices we believe that before encouraging change in others, we must start with ourselves. Our technical support to other organizations begins with and maintains a strong focus on processes which are designed to help staff bring their whole selves to this work. Many of our partner organizations describe the profound effect that SASA! is having in the personal lives of staff, helping them to rethink their own beliefs and behavior as a starting point for social change. Partners also report deepened analysis of power and understanding of community mobilization, which translates into a higher quality VAW prevention work in communities. Below are some reflections shared by staff of partner organizations working on SASA!
“The change in my personal life [from working on SASA!] is becoming more conscious about how we all feel power and use power over others. Working on SASA! has almost completely transformed how I view my interactions with everyone. At work, at home and in the community this has been a fundamental shift.” – SASA! partner staff member
“Raising Voices came and trained all of us in the organization. We talked about power – we never knew about or talked about power before. Now we even talk about it in our organization. We can talk about how we feel powerful or powerless and the staff understand that language and it is allowing us to talk more about the dynamics around violence and even organizational dyanimcs.” – SASA! partner staff member
“There are so many campaigns: stop FGM, early marriage, etc. But those were all NGOs coming and telling them what to do and what to think. But with SASA!, Masai community members are the ones talking about it themselves. It is not us coming in and telling them to stop things but now they are talking about it themselves. Their own community members themselves are taking it up.” – SASA! partner staff member
“Now we have these incredible tools to talk about VAW and talking about power — before we used to just talk about GBV and used that language. And now we focus on the positive. Grounding ourselves in really what this is about. It is about community well being – not just about GBV. This language shift has been important to us. Being able to talk about power has made our work so much more accessible and what people can relate to.” – SASA! partner staff member
“We used to just talk about how negative VAW was, men were not very interested, they didn’t want to come. Now when we talk about balancing power now men and boys see that there are benefits to them. They come, they want to get involved. They see something in it for themselves.” – SASA! partner staff member
“I have really internalised SASA! in me and take great consideration in the way am going to be interacting with my colleagues and mind how I will be using the four [types of ] power.” –SASA! training participant
“Our community is benefiting from the SASA! methodology. In the past we were putting pressure on communities to change but now we know that change is a process.” –SASA! partner staff member
Impact in Schools
As our Good School partners facilitate a process of rethinking power dynamics between adults and children, they are noticing positive shifts in these relationships in schools and homes. Many partners are now integrating the Good School Toolkit as a core component of their work and are designing long-term programs to more effectively address the root cause of violence against children and create healthy environments for children in schools and communities.
A teacher shares her Good School’s Story…
At our school, St. Peter’s Primary School, Kanyanya, we have been using the Good School Toolkit for over four years. Before the Good School program came here, our teachers were not friendly to the students and everyone used a stick to punish their pupils. Many children were afraid and it was difficult to learn.
Since we have been using the Good School Toolkit, our school has totally changed. At first, many teachers did not want to stop beating the students and some parents could not send their children to a school where they would not be disciplined harshly, because they believed using corporal punishment was the right way to treat children. Over time, however, the ideas that we have learned in the Toolkit have changed how we think.
Now, all of our teachers are on board and we hold monthly trainings to ensure that our school is a safe and conducive learning environment. We do not use violence to discipline our students—we talk to them and they write apology letters instead. Our compound is tidy and we display our students’ work on the walls of our classrooms so that they are colorful and engaging. We have a committee of students and teachers who are nominated to handle extreme cases of misbehavior. We hold sports days and debates and keep a suggestion box where students are free to share their opinions with the teachers. We have become a model school where others who are using Good School ideas can come to visit. We are proud to be a Good School.