School-related gender-based violence: evidence of effective interventions

SRGBV – Evidence of effective interventionsPresentation to UKFIET conference, Oxford. 10th September 2013

Bríd Knnedy

Concern and SRGBV Concern established since 1969 – poverty elimination Currently working in 27 countries Development and emergency response programmes through

addressing LS, Education, Health and HIV & AIDS at micro, meso and macro levels

Assets and return on assets, inequality, risk and vulnerability are central to all Concern’s work

Basic Education Policy (2003) pinpoints access, quality and equality Commitment to GBV prevention and response in Strategic Plan (2004) Gender equality highlighted throughout and SRGBV integrated within

education programmes in Malawi, Kenya, Sierra Leone, Liberia, Bangladesh, Somalia and Ethiopia

P4 (Programme participation protection policy) signed by all employees, partners and associates

How Concern Understands Extreme Poverty

Lack of

and/or Low

Returns on

Basic Assets

Risk and

Vulnerability

Concern Education Programme Outcomes

Quality

Well-being

Access

Successful learnersConfident individualsEffective contributorsResponsible citizens

SRGBV identified as a problem

SRGBV a significant barrier to

children accessing and completing education

Enfringes on rights to protection, participation,

life & survival and development

Without rights to protection, equality and

quality in education MDGs and EFA goals

will not be achieved

Hannah Mavuto, Bwangu Primary School (2012)

Why is SRGBV important?

Key questions for Concern re SRGBV

Where has there been successful intervention in SRGBV? How was this accomplished?

What examples of good practice are available? What M&E process was used? What indicators

and evidence are available? Is integration of SRGBV in education

programmes the best way to address it? What are the staff development implications?

The 2012 SRGBV review: selected agencies and projectsActionaid International /Institute of Education London Stop Violence against Girls in School (SVAGS), Ghana, Kenya,

Mozambique, 2008-13 Transforming Education for Girls in Nigeria and Tanzania (TEGINT),

2007-12USAID Safe Schools Program in Ghana and Malawi, 2003-8 C-Change SRGBV Prevention Project, DRC, 2010-12Plan International Promoting Safe, Child-friendly Schools in Uganda, 2008-11; Prevention

of SRGBV in Uganda (with Raising Voices), 2012-14 Learn without Fear in Malawi, 2008-10

N.B. All based in areas where the organisation had previously worked

Concern’s approachHolistic: activities to address violence embedded in programmes

of broad support to basic education at every level of the system

Gender-based: gender underpins analysis and intervention

Only Actionaid/IOE TEGINT project takes both a holistic

and a gender approachAll others target SRGBV specifically, so not ‘holistic’.

5 key outcomes

1. A legal and policy framework that addresses violence against children in and around school, especially girls (macro level)

2. Improved prevention and response mechanisms (macro, meso and micro level)

3. Increased awareness of SRGBV and attitude and behaviour change (macro, meso and micro level)

4. Provision of a safe learning environment, especially for girls, i.e. reduction in school violence (micro level)

5. Increased enrolment and retention, especially of girls (micro level).

Macro, meso and micro activities

National level Advocacy/lobbying to change policy and legislation, and improve

response mechanisms to reported cases Strengthening/revising teachers’ code of conduct Creating coalitions and networks of agencies Media campaigns and awareness raising Community level Awareness raising for teachers, SMC/PTA members on child rights,

gender, making schools safe etc Developing community response mechanisms Media campaigns (e.g. local radio), Open Days and cultural events Encouraging role models

Micro level activities contd.School level Extra-curricular activities: clubs, debates, mock parliaments,

peer networks, exchange visits Physical improvements: sex-specific latrines, clean classrooms

and school compounds, fencing etc Child-friendly learning environments: school codes of conduct,

class charters, suggestion boxes, alternative means of discipline, student representation on councils and SMCs/PTAs

Training in child protection, SRGBV, positive discipline, gender-responsive pedagogy etc

Developing effective response systems to violence Curriculum development: life skills, gender awareness

materials, training manuals

Key findings Challenges of M&E; no proven methodology to measure

behaviour change; reliance on statistical data Mixed evidence of attitude change, no objective evidence of

behaviour change Over-reliance on short term training and awareness raising Most impact from gender/girls’ clubs and physical

improvements Less success with policy and legal reform and

community/school response mechanisms Influence of female teachers and link between project inputs

and increased enrolments/reduced dropouts not clear cut

M&E challenges Identifying a suitable methodology for interviewing children

about experiences of violence in institutional settings Developing a model for rigorous M&E Measuring impact, not just progress in meeting targets Measuring behaviour change: attitude change is not a proxy

for behaviour change Routine monitoring and critical enquiry as integral to the

project Rigorous research methods: robust data from multiple sources Ethical issues of working with children

Recommendations for Concern:programming Ring-fence SRGBV component within the ‘holistic’ approach Work with well respected local partners at different levels Develop a coherent and viable M&E framework Allocate resources to routine monitoring and base/endline

surveys Build up strong relationships with schools and identify key

allies Ensure confidential response systems are established;

monitor their effectiveness Support teacher training to ensure gender aware teachers Long term commitment (min 5 years)

Time to rest and study

Literacy success

HIV and AIDS knowledge

No sexual exploitation by teachers

Role in school

Equality in access to education

Voice heard

Space to play