Module 2: Harmful Practices (Child Marriage & FGM)

Introduction

Harmful practices such as child marriage and female genital mutilation (FGM) undermine children’s rights to health, education, and dignity.

Legal framework

Children’s Act (2005): Sets the minimum marriage age at 18.
Women’s Act (2010) and Amendment (2015): Prohibit FGM and child marriage.
Persons with Disabilities Act (2021): Protects girls with disabilities from sexual abuse and harmful traditional practices.
CRC and African Charter: Identify both as rights violations.

Root causes: Cultural beliefs, gender inequality, poverty, pressure to preserve “family honour,” and lack of education.

Consequences

Health: Complications during childbirth, fistula, anaemia, infections.
Psychological: Trauma, fear, loss of confidence.
Social: School dropout, domestic violence, limited economic opportunities.

Communities are now adopting positive alternatives — such as public pledges, mentorship by Mothers’ Clubs, and “Alternative Rites of Passage” celebrations that honour culture without harm.

Activities

Activity 1: Story – “Awa’s Choice in Kuntaur”

Awa, 15, was told by her uncle she would marry an older man after the harvest. Her mother wanted her to finish school. The teacher contacted the mothers’ club and child protection committee. Together they visited the uncle and explained the law and health risks. After several meetings, the family agreed to delay the marriage. Awa continued school, became a peer mentor, and later won a scholarship to study nursing in Janjanbureh.

What rights did Awa exercise?
How did community support change the outcome?
What can schools and youth clubs do to prevent early marriage?

Activity 2: Myth vs Fact Game

“FGM is required by religion.” (False) “Girls who are not cut cannot marry.” (False)

Discuss each statement and link it to law and health facts.

Activity 3: Debate – “Education Is a Better Future for Girls than Child Marriage.”

Students argue for and against, then reflect on outcomes.

Activity 4: Role-Play – Community Dialogue

Students act as parents, elders, teachers, and youth leaders discussing child marriage. They agree on solutions like scholarships and awareness campaigns.

What roles can students and parents play together to end child marriage?

Activity 5: Poster Creation

Design messages such as “Let Girls Learn” or “Healthy Girls, Strong Gambia.” Display during school assembly or Parents’ Day.

Follow-up: Share your posters with the school Change Makers Club and collect signatures for a “No to Harmful Practices” pledge.

Key Ideas

Child marriage:Any union involving someone under 18.

Causes:Poverty, gender inequality and cultural norms, social pressures.

Effects:Health risks, loss of education, violation of rights.

Legal protection:Children’s Act and Women’s Act.

Solutions:Education, community awareness, referral systems, and reporting.

Government Responsibility:The government must enforce laws, raise awareness, and provide support services to prevent child marriage and protect children’s rights.

Key Messages

Child marriage and FGM are illegal and harmful.
Education and health protect children’s futures.
Dialogue and knowledge drive change.

Assessment and Reflection

Area	Tool / Method	Examples / Indicators
Knowledge	Oral quiz / worksheet	Explain what harmful practices are; name one law that bans child marriage or FGM.
Attitudes	Reflection / sharing circle	Expresses empathy for victims; shows commitment to ending harmful practices.
Skills / Behaviour	Role-play / poster creation	Participates in awareness activity or school campaign; demonstrates advocacy through posters or debate.
Follow-up	One-week review	The teacher notes examples of students practising fairness and inclusion in daily school life.

Harmful Practices (Child Marriage & FGM)

What You'll Learn?

Methodology