LIFE SKILLS TRAINING MANUAL

A Life Skills Manual to Develop and Support Women and

Young People to Cope with Life and Livelihood Realities
and Challenges

Submitted to:
Karamoja Nutrition and Food Security Project

By

Arise Development Consultants Ltd

Plot 12, Berkeley Rd

March 2019
Table of Contents
Table of Contents....................................................................................................................... 1
About the Manual ....................................................................................................................... 3
1.0 WORK ATTITUDE AND READINESS ................................................................................ 4
Overview of unit...................................................................................................................... 4
Session 1.1: Breaking dependency cycle ............................................................................... 4
Session 1.2: Motivation for Work............................................................................................ 5
Session 1.3: Dealing with gender differences and work choices ............................................ 7
Session 1.4: Competition in work .......................................................................................... 9
Chepoiso’s restaurant ......................................................................................................... 9
Successful work attitudes and behaviors............................................................................10
What you need to do your work well? .................................................................................11
2.0 SKILLS TO KEEP YOUR CUSTOMER HAPPY .................................................................12
Overview of Unit ....................................................................................................................12
Session 2.1: Relational skills .................................................................................................12
Lesson 2.1.1 Greet all your customers. ..............................................................................13
Lesson 2.1.2 Answer questions politely .............................................................................13
Session 2.2: Integrity and honesty skills in business .............................................................13
Session 2.3: Presentation .....................................................................................................14
Session 2.4: A little something more… ..................................................................................14
3.0 SAFETY LIVING SKILLS ...................................................................................................15
Unit overview .........................................................................................................................15
Session 3.1: Personal Protection Equipment at off farm work places ....................................15
Session 3.2: Basic safety signage in workshop .....................................................................17
4.0 PEACEFUL CO-EXISTENCE AND PROBLEM SOLVING .................................................18
Unit Overview ........................................................................................................................18
Session 4.1: Leadership .......................................................................................................18
Lesson 4.1.1 The need of a leader ....................................................................................18
Lesson 4.1.2 Types of leaders...........................................................................................19
Lesson 4.1.3 Characteristics of a good leader ...................................................................20
Session 4.2: Team Building ..................................................................................................20
Lesson 4.2.1 Team expectations .......................................................................................20

1|Page Life skills Training Manual - Apolou

 Lesson 4.2.2 Characteristics of good team ........................................................................21
Session 4.3: Conflict and problem solving .............................................................................22
Lesson 4.3.1 What makes us see things differently? .........................................................22
Lesson 4.3.2 What happens if conflict is not resolved? .....................................................23
Session: 4.4: Decision making ...............................................................................................23
Lesson 4.4.1 What should influence the decision you make? ............................................23
Lesson 4.4.2 What if I make/ made a wrong decision before .............................................24
Lesson 4.4.3 Collective decision making ............................................................................24
Lesson 4.4.5 Gender and household decision ...................................................................25
5.0 HEALTHY LIVING FOR EFFECTIVE WORK .....................................................................27
Session 5.1: Alcohol and substance abuse ...........................................................................27
Lesson 5.1.1 What is alcohol and substance abuse? ........................................................27
Lesson 5.1.2 Signals and response to drug and substance abuse ....................................28
Lesson 5.1.3 Ways alcohol and abuse of drugs can disrupt/ interfere with work ................28
Session 5.2: HIV/AIDS ..........................................................................................................29
Lesson 5.2.1 What is HIV/AIDS? .......................................................................................29
Lesson 5.2.2 Knowledge on HIV/ AIDS truth, living, prevention and support .....................29
Lesson 5.2.3 Your stand against HIV/AIDS .......................................................................31

2|Page Life skills Training Manual - Apolou

About the Manual
This manual is intended to provide practical knowledge on life skills among young men
and women undertaking off farm enterprises. It is a practical manual with a lot of
interaction between the facilitator and the participants. Learning sessions contained in the
manual have been developed following the Mercy Corps Apolou project market
assessment of the potential Off Farm livelihoods enterprises and skills needs for the youth
and women in Amudat, Moroto, Kotido and Amudat districts.
This manual has been developed for the youth and women participating in Apolou project
activities. It’s meant to the guide training of all out of school youth aged 15-24 and women
in building their skills and attitudes to exploit to the livelihood opportunities and resource
around them. It also aims to build the knowledge and skills of youth and women in
resource mobilization, collaborations and decision making in the selection of viable
livelihoods initiatives.
The manual is built around practical case studies, guiding questions and group
discussions and presentations on relevant topics that enhance youth and women
engagement during training sessions and scanning of available opportunities. The aim is
to expose youth and women thinking outside the box to take advantages of the
opportunities around them.
The manual has some content to guide facilitator to remain on track especially after
participants provide responses. The manual is divided in five key parts. Each part has
sessions and all sessions have lessons. The learning methods include use of some
brainstorming, group discussion, role plays, stories, reflective questions and games.
Trainers are however encouraged to include any additional approaches or activities that
will add value to the training and enhance learning.
Plan of skills dissemination: It is proposed that at 1-2 least sessions are held in a week
preferable with a time interval of 3 days
It is highly recommended, that whoever facilitates using this manual must be conversant
with participatory approaches and must also be one who is familiar with appreciative
inquiry it draws on positive energy, recognizes people and works on the realities of
people. Having experience of working with small groups is vital so that it is not a training
rather a facilitator. This manual requires “facilitators” not “trainers”.

3|Page Life skills Training Manual - Apolou

1.0 WORK ATTITUDE AND READINESS
Overview of unit
According to the off-farm market assessment, poor attitude and low commitment of the
youth and women to work discourage potential employers from hiring locally. This manual
tries to provide support in laying down some skills that can be inculcated into the youth to
prepare them for work. It is also intended to challenge the attitudes of youth on work
choices. According to Mr. Tolerere Robert, one of the potential employers interviewed,
“most of the youth in Moroto when hired to work often report to work late and sometimes
drunk; unless they change their attitude, employers will continue hiring from other
regions”.
Work attitude and readiness comprises of four sessions of:
(i) Breaking dependency cycle
(ii) Have a dream to work for
(iii) Choice of Work
(iv) Successful attitudes and behaviors for work

Session 1.1: Breaking dependency cycle

Objectives of the session
By the end of the session, the participants should be able to
(i) Appreciate their own responsibility to change themselves
(ii) Understand the advantages and disadvantages of being dependent on others

Procedure
Role Play
A girl once stood by a river and was afraid to cross it. A man came by, offered to help and
carried her on his shoulders. On the second day, she reached the river. This time a man
came by and offered to hold her hand as they both crossed. On the third day. She reached
the river, another man came by, who refused to help her cross but insisted for her to
cross. When she refused, he crossed alone. The girl seeing it was getting late, slowly
tried and was able to cross the river.
Reflective Questions
Which man was the wisest and why?
Who are the carriers in our community?
What lesson do you take from the role play?

Key insights
(a) In life everyone must get to a point of crossing the river/ being independent.

4|Page Life skills Training Manual - Apolou

(b) Put to action what you learn from others.
(c) Other people’s ideas and support should build us to be independent
(d) It is better to learn to act than depending on hand-outs to support
(e) Once hit by a challenge, looking for alternatives is better than being helped for it
teaches one to go through hard times even when there is no one to help when
hardships strike.
(f) There are many NGOs and programs that come to the community to carry people on
their backs and leave them with no impact, yet others come and give the community
members knowledge and have impact.
This means that in life people should not fear to start. Others can help them to become
better than what they were.

Session 1.2: Motivation for Work

Materials required in session Learning process and methods
(1) Markers and Manilla papers a) Reflective exercise, storytelling and brain
storming
Session objectives
(i) To enable young people and women find a reason to work.
(ii) To challenge youth and women to identify a livelihood vocation to pursue as a
dream.
Step1: understanding the importance of having a dream
Our dreams provide motivation for work. i.e. Each one needs to know what they want to
do and become as we live. Work is one important key towards realizing our dreams.

5|Page Life skills Training Manual - Apolou

Reflective exercise
 When we wake up from a good dream, we feel happy
 The facilitator will ask all participants to close their eyes and imagine a good dream
of what they would like to see themselves. After the dream session, ask participants
to share what they dreamt.
Step 2: What happens when we don’t have a dream?
Story of a traveler.
A man was travelling and stopped at a cross road. He asked, “where does this road
take me?” The elder asked “where are you going” the traveler said, “I don’t know”. The
elder replied “then take any road, what difference does it make”
1. Are there Lessons you learn from the conversation? Allow the participants to
brainstorm
2. What dangers is this traveler likely to face.

Facilitator’s notes.
 Key lesson of story is one should know where they want to go and then start the
journey. For example, if you know you want to become a builder you will start to work
at construction sites even in your village. It is good to move the direction where your
dream is.
 Some of the dangers may include wasting time on what does not matter, falling into
danger, never making progress,

6|Page Life skills Training Manual - Apolou

Key Question: Ask participant to share with you their sincere wishes of what they wish
to become as relates to their livelihoods in a specified period –say 10 years. e.g.
______________________________________________________________________
______________________________________________________________________
Allow them to explore different ideas, then engage them to ask and ask them whether
their dream is simple to attain, challenging to attain or frustrating to attain.

Facilitator’s notes.

The different levels of dreams

Frustrating
challenging
Simple

1. A Simple dream is that which is so easy to attain. It can even form part of your routine.
Can you share examples of simple goals? For instance, “my goal is to travel to
Kampala to visit a relative”
2. Challenging dreams are those that will require some effort from you to change
something, start to do new things, start to think differently and you might be forced to
seek support of others to enable you. E.g. Learn mechanics, become a builder, can
you share examples?
3. Frustrating dreams are those that will over stretch you and you are most likely not to
achieve them for various reasons such as time frame you have given yourself,
resources base. E.g. build a hotel in next five years. Can you share frustrating goals?
 When you have a dream, work hard to make it come true.
YOUR DREAM MUST CAUSE YOU TO WORK
Session 1.3: Dealing with gender differences and work choices
Materials required in session Learning process and methods
1. Illustrations 1. Reflective questions and storytelling

Session objectives
(i) Enable young people and women to appreciate that any gender can take on any
livelihood vocation
(ii) To demystify the believe that males or females do specific vocations for livelihood.

7|Page Life skills Training Manual - Apolou

Women’s work and Men’s work

Step 1: Reflective Question:

What work/jobs do men normally do in the community? What jobs/ work do females do in
the community?
 Allow a brain storming then share the story

Step 2: Story and reflective questions on livelihood options

Story
Lokiri is a 19-year-old boy who lives in Rupa. When his uncle who owns a restaurant in
Kampala visited the village, he asked to travel back with him. Lokiri was given work in the
restaurant and learnt how to cook very well. After one year, his uncle paid him, and he
decided to open a restaurant in his village town where he continued cooking.

Reflective Questions
Do you admire the work of Lokiri?
 Is there a problem with either sex doing work predominantly done by the other sex?
Do you see these cases common in your community? If yes share your observation.
 Any gender (female/ male) can do any kind of work. Our traditions, cultures and lack
of exposure is what limits us. A livelihood can be derived from any work regardless
of your gender. Employers like to be identified with those unique persons who are
doing what is “seems odd”.

8|Page Life skills Training Manual - Apolou

Session 1.4: Competition in work
Materials required in session Learning process and methods
1. Markers and manilla papers, 1. Reflective exercise, storytelling, picture
illustrations presentations and brain storming

Session objectives:
(i) To brainstorm on why some employers, get workers outside the community
(ii) To enlighten participants on some attitudes and behaviors employers are either
interested in or not

Step 1: Understanding our local workforce and capacity

Chepoiso’s restaurant
Chepoiso from childhood loved cooking and after saving money decided to start a
restaurant. She employed girls and boys from her village. This was the first restaurant
and many people came to eat. After some months chebet also opened a restaurant
bringing workers from Mbale. These workers smiled while serving and were clean. Soon
before the year ended Chepoiso lost customers and closed her dream restaurant.

Reflective Questions:
What do you think could have caused Chepoiso to close her restaurant?
What do you think Chebet did differently to make all customers to go to her restaurant?

Facilitators Notes:
When we do our work, we need to know there will arise competitors. Our competitors look
at our weaknesses and build their strength on it. It is important for us to know what our
customers think of us and work to improve.

Step 2: Understanding work attitudes and behaviors

Reflective Question:
a) If you were an employer, what characteristics would you consider before giving
someone work?
b) What kind of behaviors would you accept or not accept for someone working for you?

Step 2: Discus work attitude illustrations

9|Page Life skills Training Manual - Apolou

Reflective questions:
Mention the advantages and disadvantages of this attitude or behavior to
(1) The employer
(2) The worker

Successful work attitudes and behaviors

(1) Good time management

(2) Being calm and not angry

(3) Keeping good physical apprearance (well groomed)

(4) Using your time well at work (Avoid time wasting activities such as gossip)

(5) Availability at work place whenever required instead of absenteeism

(6) Avoiding laziness/ idleness

(7) Not working when drunk

(8) Being supportive to others (Team work)

10 | P a g e Life skills Training Manual - Apolou

Facilitator’s notes.
People enjoy working with people who are positive, manage their time well, present at
work and if are not there make effort to inform. People also love those who are flexible
and accept correction/ criticism, are honest, complete work tasks and are courteous in
communication.
There are violations that workplaces consider. These include drug use, assault, being
abusive, not respecting others and authority etc.
What you need to do your work well?
When you are given work/ assignment
(1) Ask for clear description of what is expected of you.
(2) Asking for help, directions, or instructions whenever needed
(3) Request for tools
(4) Making constructive suggestions

11 | P a g e Life skills Training Manual - Apolou

2.0 SKILLS TO KEEP YOUR CUSTOMER HAPPY
Overview of Unit
The report on off-farm livelihood assessment revealed that most of the youth and women
interviewed were engaged in petty trade (36.5 %), formal wage employment (7.9 %)
mainly in restaurants, hotels, and hair dressing.
There is need therefore to support youth and women to attain skills that will enable them
to relate well and favorably compete for the trade space available. Customer care and
management was identified as key skills for youth and women in Karamoja.

Materials required in session Learning process and methods

1. Markers and Manilla papers, 1. Role play, storytelling, Picture, group
illustrations work, presentations and brain
storming

Session Objectives
(i) Enable participants know the key role customers play in the success of their business
(ii) Provide participants with tips for customer attraction

Step 1: Introduce key skills that attract and retain customers

Reflection Questions:
Share with us what makes you choose a particular shop or stall when you buy items?

Session 2.1: Relational skills

A good handshake should relate with a good facial expression.

Role play
Divide the group into two. One to act a visit to a shop where the owner relates well with
customer and the second to a shop where the owners don’t relate well with customer.

Reflective Questions
What are things you liked and dislike with the owners?
What have you leant to do or not to do?
12 | P a g e Life skills Training Manual - Apolou
Lesson 2.1.1 Greet all your customers.
 People love to feel valued. In the local culture greeting is a sign of respect.

Lesson 2.1.2 Answer questions politely

 Customers for different reasons ask many questions. Sometime to know about the
product they want or other items. It is important to respond to all questions politely.
 Let your body language show interest in the customer.
 Where you note that the customer you are attending to is causing a delay on others.
Politely ask others to be patient and let your current customer know others are waiting.
 If possible, request to attend to others and make the waiting customer comfortable
(Always have seats if possible)

Session 2.2: Integrity and honesty skills in business

This is a demonstration of being balanced and truthful in dealings.

Have you ever been cheated in length; weight or volume of items you were buying? If
Yes, share with us how you felt.

Demonstration.
The facilitator shall share the different tactics traders have used to cheat on customers
a) Cutting off parts of the weighing scale stones
b) Cutting the size of container
c) Pouring sand into grain
d) Adding cheaper cereals especially when grinded
e) Using dark bottles
f) Quick measure and reducing on length
g) Putting good product on top yet what is under is very bad etc.

 False balances are a source of oppression and theft. No customer likes to be cheated
in length, weight, or volume.

13 | P a g e Life skills Training Manual - Apolou

 The use of wrong scales is against the laws of the country and bring one in conflict
with the law.

Session 2.3: Presentation

 The way you look, or you make your business can attract or push people away from
your business.
 Neat up premises and self

Session 2.4: A little something more…

Step 1: Find out what extra things/ actions/ sale services attract and retain customers

Every person selling a product or service strives to give something additional to their
customers. You need to think of a bonus.
Caution: Count this on your cost of business so that it does not affect your profit
Reflective Questions: Are there additional things you have given a customer besides the
product / service they have bought

Some common bonuses include:

a) Some extra quantity/ volume for someone who has bought more
b) A paper bag for someone who has bought a certain quantity
c) Sweets for children who have been sent to buy
d) Some music / radio playing
e) A bench for those who may be waiting if there are many customers
f) Oiling the hair after plaiting
g) Giving greens along side
h) Offering a cup of clean safe water after a meal in the restaurant
i) Offering to carry bulk item to the bicycle/ transport available etc.

14 | P a g e Life skills Training Manual - Apolou

3.0 SAFETY LIVING SKILLS
Unit overview
The and off farm livelihood options identified are characterized by common hazards and
works are prone to accidents and harm. It is therefore critical that working safe is instilled
in the women and young people as they get engaged in these off-farm vocations.
It is mentioned in the assessment report that “Karamoja region is naturally blessed with
lime stones and gold, about 60% of the youth and women interviewed reported
participating in stone quarrying (mining)1. The existence of limestone and gold presents
opportunities in the mining sector which the youth and women can take advantage of.
Youth and women however lack appropriate tools and safety equipment”

Materials required in session Learning process and methods

1. Illustrations, Workshop equipment, 1. Picture presentations and illustrations
personal safety equipment, safety
charts

Objectives
(i) To create safety awareness among youth and women undertaking different off farm
livelihoods.
(ii) To expose to participant the different safety equipment’s and signage for personal
protection.
(iii) To provide information for youth and women to advocate for safety and health at
different work stations

Session 3.1: Personal Protection Equipment at off farm work places

Eye protection:

1http://www.oilinuganda.org/mining/mineral-rich-karamoja-gets-regional-office.html

15 | P a g e Life skills Training Manual - Apolou

Hearing protection

Head protection

Hand protection

Foot protection

16 | P a g e Life skills Training Manual - Apolou

Body protection

Session 3.2: Basic safety signage in workshop

17 | P a g e Life skills Training Manual - Apolou

4.0 PEACEFUL CO-EXISTENCE AND PROBLEM SOLVING
Unit Overview
Key informants in the assessment propose the need for training in conflict resolution for
youth and women. There is a critical role of mobilizing the youth. Being able to mobilize
youth effectively calls for leadership skills among the youth and women and team building
once the youth have been mobilized.

 This part of the manual has three sessions and they include:
(a) Leadership
(b) Team building and problem solving
(c) Conflict and problem solving

Session 4.1: Leadership

Objective of session
(i) To enable participants, appreciate the need for a leader and their characteristics
(ii) Describe to participant the different kinds of leaders

Step 1: Who is a leader and the need

A Leader is one who guides and provides direction to a group. Everyone can be a
leader.

Lesson 4.1.1 The need of a leader

Game on building a tower
Divide participants into small groups, provide boxes of matches/ toilet roll inner papers
to participants and ask to build the tallest tower within 3 minutes and observe critically.

18 | P a g e Life skills Training Manual - Apolou

Reflective questions
1. Ask the participants to review what was happening. If there is a group that succeed,
ask them why they did.
2. Ask the team if in their group they noted there was somebody or people providing
direction and guidance in the game.
 Leadership is needed to coordinate, nurture others and direction among others. A
good leader will strive to bring the best out of everyone on the team.

Lesson 4.1.2 Types of leaders

Role play
Divide the group into 4 and ask each group to act the kind of leader and how s/he would
deal with others. Use the characteristics listed below to build the role play.

Reflective questions

What kind of leader would you be happy to work with or under?

1. An Autocratic leader is selfish, bossy, with a closed mind, dictatorial. Tends to

exhibit his/her superiority over others.

19 | P a g e Life skills Training Manual - Apolou

2. A Neutral or Dummy leader is a leader only for namesake. (S) he is irresponsible,
a negative thinker and does not take a consistent stand. Can easily be manipulated
by others.
3. An Anarchic leader is one in whose group there’s always an argument and where
everybody (or nobody) is the leader. Such promotes no mutual understanding in the
group and takes little initiative in providing leadership.
4. A Democratic or participatory leader functions like a genuine people’s
representative. (S)he is participatory, respectful, responsible, impartial and
supportive. A democratic leader also helps promote new leaders in a group.
 Democratic leadership is essential for people who are in a group.

Lesson 4.1.3 Characteristics of a good leader

Brainstorm who are the leaders in this community?
Group assignment:
Divide people in groups, ask each group to mention people they think in their community
who are good leaders and why and present to the plenary. Let each group also develop
a 5 minutes role play of a good leader and another group of a bad leader and invite
discussions.
Some possible expected responses: character, commitment, courage, focus, Passion,
Self-Discipline, Caring, Friendly among others
 A good leader must put the interest of the group before his or her personal interest
Rotating leadership is health for group growth, creating opportunities for all and reduce
on temptation of a few dominating which can cause group to become unhealthy if not
dealt with timely.

Session 4.2: Team Building

Session Objectives:
(i) To enable participants to appreciate the need of others on teams
(ii) To cultivate good work environments at any workplace

Lesson 4.2.1 Team expectations

Game:
Get balls, let each member pick a ball write his/ her name on the ball and put it back into
the box which will be placed in the middle of a circle participants have made. At the count

20 | P a g e Life skills Training Manual - Apolou

of three in the next 1minute (depending of group size) let each person get their ball from
the box. For a group of less than 10 participants give few seconds
What was the observation?
How would this have been made better?
Game
Divide participants into 2 groups, tie the legs on one member to another except for the
people at the end who shall have outer leg not tied. Instruct at a count of three for the
group to run to a finish line which should not be more that 10 metres. Give them time to
consult and set them off for the race.
 What needs to be watched out among others includes concentration, synergy,
coordination, time, motivation. Once the race has gone for about 3-5 minutes (a group
may win and other not) recall the group to brain storm their experience. As a facilitator,
make point about celebrating success together, failure happens in life but must
motivate us to work harder, importance of planning.

Lesson 4.2.2 Characteristics of good team

Question: From the games what do you think are the characteristics of a good team?
Allow the participants to brain storm

 Characteristics of team that works together:

1. Each member participates
2. Support each other
3. Know each other’s strengths
4. Have ground rules that are adhered to
5. Evaluate themselves
6. Have shared results
7. Celebrate success together and own (take responsibility) of failure not blaming
8. Respect each other
9. Motivated

 Roles of a leader in the team

1. Provides direction
2. Helps people understand tasks better
3. Develop others
4. Protects and defends
5. Gives face to the group/ represents when need arises
6. Mobilizes others

21 | P a g e Life skills Training Manual - Apolou

 7. Corrects, discipline and reward
8. Encourages

Session 4.3: Conflict and problem solving

 Conflict is a disagreement between persons. Conflicts happen in our day to day life.
Conflicts are natural. Do you know anyone who has not had conflict?
 Conflict can be destructive as it destroys relationships, but it can be constructive in
making us aware of problems, encourage us to change, creates awareness, better
decisions and once handled well can help to improve situations and relationships

Lesson 4.3.1 What makes us see things differently?

Story
An orphan girl aged 19 from Lorengedwat earns a living by sorting cereals of traders
which is not regular. One day she was told her boyfriend to whom she was to get married
the next year was ill and needed to be taken to Moroto Hospital. This required a boda-
boda ride of 5,000 which she did not have. She asked the Boda-boda to help her and she
would pay after. The rider demanded for sex in exchange of a lift which the orphan girl
refused. She tried to borrow but no one was able to lend her. In the meantime, the
boyfriend was becoming worse. So, she agreed to sleep with the boda-boda. While at
Moroto hospital he improved and was discharged. One day after his recovery he asked
the girl friend how she managed to get money and she told him how she was forced to
sleep with the boda-boda. At this the boyfriend was angry, beat her and chased her saying
he cannot marry a girl who is to a virgin and cancelled the marriage arrangements. Feeing
very sad the orphan girl, left on her way found one of the people she had tried to borrow
money and she noticed how down cast she was and after inquiry, the orphan girl narrated
the story. The woman went straight to the boyfriend with a stick in her hand to beat him.
Who is right? Who is wrong? Why?
Why do you think each is looking at the situation differently?

Facilitator’s Notes
1. See things differently
2. Want different things
3. Have different thinking styles, which prompts them to disagree
4. Have different personalities
5. Have different status
6. Have different goals
7. Have different approaches
22 | P a g e Life skills Training Manual - Apolou
8. Are influenced by fear, force, fairness or funds

Lesson 4.3.2 What happens if conflict is not resolved?

Story
The cow, the Lion and Fox: In a forest, long ago there lived three cows that were great
friends. A Lion (an old and hungry beast) in the forest wanted to eat the cows. But,
whenever he tried to hunt the cows, they fought him together, and managed to fight back.
One day, a cunning fox (also hungry but not strong enough to hunt on his own) promised
to help the lion hunt the cows. Slowly, but surely, the fox spread mistrust amongst the
cows. One day, the lion attacked one of the cows, and the others did not come to its
rescue. That night the lion and the fox had a good meal. Soon, the other cows were
hunted down too.
Message: Conflicts, if unresolved, are harmful to all.

Session: 4.4: Decision making

Objectives of session
(1) To develop decision making skills
(2) To restore hope to those who have made bad decisions in the past
(3) To provide guidance on effective collective decision making

 Decision making is committing to some action. It is taking charge of yourself.

 Every time everyone is making a decision. By choosing not to make a decision you
have made a decision. People who make good decision are successful in life. The
same is true the bad decisions we make in life affect us negatively. Every decision
we make in life has consequences.

Lesson 4.4.1 What should influence the decision you make?

Question for Brainstorming.
What do you consider before you make a decision?
 There are many factors that influence the different decisions in life these include our
upbringing, culture, time and mood of the person, the person on whom a decision is
made, what we think will the benefit will be to us etc.
 These are some guides to consider among others when making a decision
(1) Your reputation: what will people think of you after this decision.

23 | P a g e Life skills Training Manual - Apolou

(2) Are people happy to do the same this as I have chosen?
(3) Consider your goals aid the decision support you to attain your goal
(4) Is this the best option? (Be open and explore alternatives and choose)

 Put your decision to action. If you arrive at a decision and do not put it to action it is
as good as you did not take the decision.
Lesson 4.4.2 What if I make/ made a wrong decision before
 We make decisions and sometimes wrong ones. When we make wrong decision, we
need to take responsibility and charge of yourself not others.
 In every decision we make even when it is wrong, we make contribution to it. Have
you ever thought of that?
Share experience and observation:
(i) Are there people you know who had mistaken, changed their ways and are now
successful or
(ii) Never changed and now regret
(iii) What causes the above
 Mistakes can be best teachers. You learn what you must never do or start to do.
Whenever we make mistakes:
1. Seek help (take off pride)
2. Amend what went wrong if you can (forgive self and others)
3. Don’t be afraid to start afresh if need be

Lesson 4.4.3 Collective decision making

24 | P a g e Life skills Training Manual - Apolou

 Collective decision making is important to enable all members can own decision. We
make collective decisions at home, in our different groups and community.
 What are the different ways people for people to arrive at decisions in groups?
1. Groups decides to keep quiet and a conclusion is made because people have not
given feedback
2. One person suggests
3. A few people suggest
4. Voting
5. All agree

 Why do need to take decisions collectively

1. To share responsibility
2. Avoid conflict
3. Encourage transparency
4. Encourage participation
5. For better relations

 Decisions must be recorded

Lesson 4.4.5 Gender and household decision

 All the resources at the household level are listed and subjected to this tool using the
tabular format below: -
Reflective Question: Ask who makes decision in family in regard to the different
resources.

Resources Decision
Boys Men Girls Women
Land
Crops in field/ granary
Livestock
Chicken
Sale of crops
How many Children to have?

1. What are the existing barriers in decision making?

25 | P a g e Life skills Training Manual - Apolou

2. What in your view should change?
 In most communities, girls/ women are not involved in decision making. Most have
tradition value attached to the different sex and this affects their belief that decision
making should be restricted especially to the men/ boys.

26 | P a g e Life skills Training Manual - Apolou

5.0 HEALTHY LIVING FOR EFFECTIVE WORK
Healthy living addresses broad range of health problems and social conditions affecting
young people and women work life or what has potential to disrupt their work life.
This part has two sessions. These sessions include
(1) Alcohol and substance abuse
(2) HIV/AIDS
Session 5.1: Alcohol and substance abuse
Session objectives:
(1) To understand the potential alcohol has to disrupt lives and livelihoods
(2) To list ways of helping an addict

 The most commonly traded commodities in Karamoja include alcohol (Kwete and
gin) which is among the leading three off-farm livelihood option. Livelihood of 3.2%
of women is dependent on brewing alcohol. These indicate the intake is equally high
since the alcohol is for local consumption.
 alcohol and substance abuse are on the increase among the teenagers and young
people generally.
Lesson 5.1.1 What is alcohol and substance abuse?
 Alcohol abuse is when a person drinks to the point that it interferes with his or her life.
 Drinking alcohol can range from daily drinking to daily excessive drinking.
 Once drinking becomes a habit it is easy to go to a level where on cannot do without
alcohol.
 Drug and Substance abuse involves chewing, smoking and sniff of drugs. Drugs and
substances that are commonly abused in Uganda include; alcohol, marijuana, and

27 | P a g e Life skills Training Manual - Apolou

 khat (mairungi). While these are locally produced, the report also indicates an increase
in the use of hard drugs such as cocaine, heroin and methamphetamines.
Story
A man and his wife used to drink daily. Sometimes the man would urinate on himself, he
always fought his wife and he lost respect of people and became isolated. One day a
visitor came, and the husband bought chicken for the wife to prepare. The wife cut the
chicken and put the undressed chicken in water on charcoal stove (sigiri) and told herself
“I will go drink then return when water is hot enough for me to remove the feathers.” On
reaching the drinking point she forgot to return as she thought. After some time, the
husband returned and found chicken boiling with feathers”.

What problem do you see in the story?

Lesson 5.1.2 Signals and response to drug and substance abuse

What are the common signals to show you have a drinking or substance abuse
problem?
 The basic warnings signal among others include state of intoxication, relying on drink
to start the day, skipping of livelihood tasks, black outs, bodily injuries, chronic
hangovers and doing acts completely far from what one can do under normal
circumstances

Lesson 5.1.3 Ways alcohol and abuse of drugs can disrupt/ interfere with work
Alcohol and substance abuse at workplace reduce the on how much a person can deliver
and affects relations.
(1) Some people fail to keep time
(2) Can cause isolation at workplace
(3) Affects sober decision making
(4) Some are aggressive and this affects relations at workplace
(5) High temptation of theft and robbery to meet cost,
(6) Sickness leading to absenteeism,
(7) emotional immaturity (a 20-year-old behaving like a 7-year-old, high chances of
contacting disease etc.
Each of these examples mentioned above can lead to young people and women losing
work opportunities or business failing to grow.

28 | P a g e Life skills Training Manual - Apolou

 Session 5.2: HIV/AIDS
In the past people attached great fear to HIV/AIDS. Over the years there is laxity and
infection rates are increasing, there is still high ignorance on facts, myths on HIV.

This session objectives are:

(1) Define HIV/AIDS and establish level of knowledge on HIV/AIDS facts
(2) Solicit firm stand of young people on HIV/AIDS

Lesson 5.2.1 What is HIV/AIDS?

Illustration
 HIV stands for “Human” because the virus causes disease only in people;
“Immunodeficiency” because the immune system, which normally protects a person
from disease, becomes weak; “virus” because like all viruses, HIV is a small organism
that infects living things which form the defense mechanism of the body.
 AIDS stands for Acquired (to get from somewhere/somebody), Immune (the body’s
ability to fight against infections and diseases), Deficiency (lacking) Syndrome (a
combination of illnesses). HIV virus that can break down the body immune system
and eventually leads to death.
 A person can have the HIV virus and not have AIDS. A person cannot have AIDS
without having the HIV virus. A person cannot die from HIV. HIV only destroys your
body’s ability to stay healthy. A person dies from AIDS, which are the different
diseases, which start to spread in your body as a result of your body’s immune system
not being able to fight off their attacks.

Lesson 5.2.2 Knowledge on HIV/ AIDS truth, living, prevention and support
Exercise Provide seeds to participants, read out a question, if the response is Yes, the
participant should place (1) seed in front of him/her, (2) for NO and (3) for I Don’t
know. For each question, let those with same numbers discuss.

The facilitator can then guide as below

Truth about HIV
Question Yes No I Don’t know
1. I can identify a person with HIV by seeing him/her? 
2. A HIV free person can catch HIV from blood transfer 
(transfusion)?
Response: Qn. 1 You require to test to establish someone has HIV.
29 | P a g e Life skills Training Manual - Apolou
 Qn. 2 You can only catch HIV from transfused blood that has not been
tested and has HIV virus.

Living with HIV

Question Yes No I Don’t know
3. Someone with HIV taking Antiretroviral (ARV) 
also known as HIV treatment can live as long
as someone without HIV?
4. Persistent skin rash is a symptom of HIV 
5. Eating nutritious food can help a person with 
HIV live longer

Response: Qn 3. Yes, ARVs boost immunity that enables our body to fight diseases that
cause AIDS
Qn.4 Yes but it cannot be concluded unless bold tested
Qn.5 Yes, it enables body to fight diseases and keep healthy
How HIV Works
Question Yes No I Don’t
know
6. HIV kills some people immediately the virus gets to 
their body

Response: Qn 6. No, HIV takes varying time from one person to another to develop into
AIDS that kills
Prevention
Question Yes No I Don’t
know
7. Sexual activity between 2 young people below 18 
years is safe from HIV
8. If a girl who has been raped gets medical treatment 
within 24 hours can be helped not to catch HIV
9. Have you been tested for HIV

Response: Qn 7. As long as one of them is infected the other will contract regardless
of age
Qn 8. Yes, Use of Post Exposure Prophylaxis (PEP)
Qn 9: Every person is required to test

30 | P a g e Life skills Training Manual - Apolou

Support and Where to Find It
Question Yes No I Don’t know
10. I know the health facility where HIV treatment
and drugs can be accessed

Response: Qn 10. Hospitals and Health Centre IVs usually have HIV drugs. The
drugs are not found in clinics except for extremely rare large clinics/
pharmacies.
Lesson 5.2.3 Your stand against HIV/AIDS
Reflective Question
As a young man and woman what is your stand against AIDS?

Facilitators notes
Every young man and woman must have a stand against HIV by doing the following
(some of the possible answers)

(a) Abstain from sex until you are ready for the consequences and responsibilities that
come with it. Just because your friends are having sex does not mean that you
should have it. The consequences are not shared by your friends
(b) If sexually active, adopt safer sex practices such as using condoms and faithfulness
(c) Before you engage in sex, know your HIV status and that of your partner
(d) Avoid bad influences and risky places
(e) Avoid alcohol and drug abuse that compromise your decision making and expose you
to HIV, teenage pregnancy and premature death

31 | P a g e Life skills Training Manual - Apolou