Module 5: Thematic Areas: Integrating gender-based violence interventions in education

Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

MODULE 5 - Thematic Areas: Integrating Gender-Based Violence Interventions in EDUCATION

Agenda Links between GBV and Humanitarian Programming Knowledge Basics for Implementing the Thematic Area

Guidance A Closer Look: Assessment; Resource Mobilization;

Implementation; Referrals; Coordination; Monitoring and Evaluation

Discussion of Implementation Strategy Developing an Action Plan

Outcomes EDUCATION actors are informed about key

relevant elements of the Guidelines EDUCATION actors are supported to develop an

action plan with indicators for integrating the Guidelines’ recommendations into their areas of operation

EDUCATION actors identify accountability measures to track progress of GBV risk reduction mainstreaming and response

EDUCATION


“Protection of all persons affected and at risk must inform humanitarian decision-making and response…it must be central

to our preparedness efforts, as part of immediate and life-saving activities….”


Warm-up Activity: Mapping Risk acrossEDUCATION

1) What types of GBV are prevalent in your settings?

2) What are the risks in this setting that contribute to GBV

• Pre-existing - exists independent of, or prior to emergency or conflict (culture, policy, etc.)

• Emergency-related - specific to/resulting from the disaster or conflict• Humanitarian-related - caused directly or indirectly by humanitarian

environment

3) What can your cluster/sector do to prevent and mitigate GBV risks?

• Pre-existing risk mitigation activity• Emergency-related risk mitigation activity • Humanitarian-related risk mitigation activity

Assessment, Analysis and Planning

What are our priority areas of inquiry for EDUCATION?


A walk through EDUCATION TAG: Assessment, Analysis & Planning

Key point:

• Purpose is not for EDUCATION actors to undertake standalone GBV assessments, but rather to incorporate questions related to GBV risks into their ongoing EDUCATION assessments


A walk through EDUCATION TAG: Assessment (cont’d)

• Provides a list of recommended GBV-related questions to incorporate, as relevant, into EDUCATION assessments and routine monitoring

• These questions do not cover the nature and scope of GBV, but basic issues related to EDUCATION programming, policies and communications

• EDUCATION specialists are NOT expected to undertake assessments about the extent of GBV


What does this mean for EDUCATION ?

From page 42:

k) Are schools and other learning environments located in areas that are safe and equally accessible for women, girls and other at-risk groups?

m) Are learning environments physically secure (lighting, toilets accessible, sanitary supplies available)?

o) Are there referral pathways through which survivors of GBV can access appropriate care and support, and are these pathways linked to educational settings?


Activity: Conducting AssessmentsOption 1: Review and Discuss

Review the Areas of Inquiry in the GBV guidelines:

1) Which questions would you prioritize?

1) How will you collect this information?

I. What surveys / assessment are already being used where you can integrate questions

II. When and where will the survey occur to ensure participation of at-risk groups

3) Who would you need to work with to collect this information?

I. What is the composition of the assessment team, men / women?II. What training will they require?III. How will they communicate about the assessment with the community?


Activity: Conducting AssessmentsOption 2: Review and Compare

Review the Areas of Inquiry in the GBV guidelines against your current assessment tool.

1) Which GBV risks and considerations are already integrated in the assessment tool currently or previously used?

2) Which GBV risks or considerations would you prioritize for inclusion?

3) How will it be possible to integrate new questions which consider GBV risks?

I. With whom will you need to advocate to include these areas of inquiry?- Cluster coordinators, state actors, GBV specialists

II. With whom will you need to collaborate in order to safely and effectively integrate these areas of inquiry?- Cluster coordinators, state actors, GBV specialists


Activity: Conducting AssessmentsOption 3: Mapping information on GBV risks to mitigationPrioritize 3 areas of inquiry that apply to your context and carry out the below:

Area of Inquiry Risk of Concern Potential for GBV Mitigation

1. Accessibility of schools (distance to travel, cost, lighting, security)

Beneficiaries are not able to access education or cannot attend school (required to work or stay home)

Risk of sexual assault, child labor (girls domestic, boys in field), transactional sex to obtain school fees

Ensure schools are located in physically secure areas, ensure security/lighting on walking routes

2. Cultural barriers to accessing education

Girls, persons with disabilities, young women with children and other at-risk groups will not access education

Sexual exploitation and abuse, isolated in home or to earn livelihood

Engage families to ensure participation of girls, design access for persons with disabilities and childcare


Quiz: Conducting Assessments

EDUCATION actors should:

• Consult GBV specialists throughout the planning, design, analysis and interpretation of an assessment

• Not use local expertise

• Strictly adhere to safe and ethical recommendations for researching GBV

• Share data that may be linked back to a group or an individual, including GBV survivors

• Seek out GBV survivors to speak to them specifically about their experiences of GBV


Quiz: Conducting Assessments

• Assume reported data on GBV/trends represent actual prevalence/trends in the extent of GBV

• Include GBV specialists on inter-agency and inter-sectoral teams

• Not include female assessors and translators when conducting assessments

• Conduct consultations in a secure setting where individuals feel safe to provide information and participate in discussions and decision-making

• Provide training for assessment team members on ethical and safety issues


Discussion:

• Is it always possible to include GBV in initial assessments?

• How can one ensure inclusion of at-risk groups in assessments?

• Who needs to be involved?

• Why is it the responsibility of EDUCATION staff? Wheredoes this responsibility ends?

• Who needs to be convinced?

ALWAYS INVOLVED WOMEN AND OTHER AT-RISK GROUPS IN THE DESIGN AND ASSESSMENT

OF EDUCATION PROGRAMS

Resource Mobilization

What are EDUCATION commitments to Resource Mobilization for GBV risk reduction?


A walk through the EDUCATION TAG: Resource Mobilization

Key point:

• Funding for EDUCATION-related GBV prevention and risk mitigation activities must be included in project proposals from the outset of emergency response



• In humanitarian settings, GBV resources tend to be linked to longer-term protection and stability initiatives

• Resources to address GBV in emergencies are often limited

• The Guidelines provide recommendations on incorporating GBV risk mitigation activities into project proposals

• Donors are encouraged to reference this section to ensure GBV issues are included in EDUCATION proposals



GBV risk based on gender analysis and safety audit

Proposed intervention

Risk vs. benefits

Adapted intervention

Impact?



GBV-related points to consider for inclusion in a proposal

(Pg. 45):

1). Humanitarian Needs Overview/Situation Analysis:

– Describe the vulnerabilities of women, girls and other at-risk groups;

2). Project Rationale/Justification:

– Explain GBV-related risks related to EDUCATION interventions in yourcontext;

3). Project Description:

– Explain which activities may help in preventing or mitigating GBV

– Describe mechanisms that facilitate reporting of GBV in safe and ethical manner



How to measure GBV-related points to consider for inclusion in a proposal, cont’d:

Monitoring and Evaluation:

• M&E plan should track progress and adverse effects on GBV mainstreaming activities;

• M&E plan should include the participation of women, girls and other at-risk groups;

• Include outcome-level indicators to measure program impact on GBV-related risks;

• Disaggregate indicators by sex, age, disability and othervulnerability factors


THE IASC GENDER MARKER

Both Gender marker and GBV mainstreaming addressissues of women and girls’ empowerment and genderequality and include men and boys as partners in prevention.

• = Tool that codes (0-2 scale) whether or not a humanitarian project is designed well enough to ensure that women/girls, men/boys will benefit equally from it or that it will advance gender equality in another way


What does this mean for EDUCATION?

Some examples of GBV mainstreaming activities that can beincluded in proposals:

• Location and design of learning environment reduces GBV risk

• Training for teachers and school staff on standards and protocols on reporting cases of GBV in schools

• Providing support to governments to ensure primary and secondary education promto gender equality and empowerment of girls



Do you have other examples of mitigation strategies?


Activity: Resource Mobilization

In Small Groups:

Review the assigned proposal in light with the resource mobilization checklist of the Guidelines and highlight:

– Good practices

– Gaps

– Proposed strategies to address these gaps.

– Tools needed to better design proposals


Discussion:

• Is GBV-related activities in EDUCATION programs always cost-effective? Why should it be considered?

• Do donors always support GBV-related activities in EDUCATION programs? What can be some of these barriers?

GBV MAINSTREAMING ACTIVITIES ALWAYS CONTRIBUTE TO GOOD EDUCATION

PROGRAMMING

Implementation

What are our commitments to include GBV prevention and mitigation within ongoing and new EDUCATION activities?


Key takeaway:

• If effectively designed, EDUCATION programmes can mitigate risks of GBV:

Safe access to learning facilities

Participation of women and girls in EDUCATION related committees and associations

Culturally relevant, age specific and gender equal learning programs

A walk through the EDUCATION TAG: Implementation


A walk through the EDUCATION TAG: Implementation

• Provides guidance for putting GBV-related risk reduction responsibilities into practice

• Activities to improve the overall quality of GBV-related prevention and mitigation strategies: Establish GBV-related responsibilities common to all actors

working within EDUCATION

Recommend strategies for EDUCATION actors to reduce risks

Maximize immediate protection of GBV survivors and persons at risk and foster longer-term interventions to eliminate GBV

• 3 main types of responsibilities: programming, policies, and communications & information sharing



From page 46:

• Build upon indigenous expertise and in consultation with women, girls, boys and men, promote the rapid establishment of primary and secondary level education facilities.

• Provide private and sex-segregated dormitories, toilets and bathing facilities; locate schools that do not have their own water and sanitation facilities near existing resources, monitor paths for safety.


Activity- ImplementationOption 1: Review Mitigation Strategies

In small groups:

1. Review recommended mitigation strategies

2. Add any strategies missing

3. Prioritize 2-3 key strategies that should be prioritized

4. Highlight operational challenges

Rotate teams: troubleshoot challenges, provide recommendations

5. Create operational action plan:

i. Key actions

ii. Coordination amongst key actors

iii. Resources / support required


Activity- ImplementationOption 2: Mitigating GBV risk in Program Strategy

Review current programmatic strategy

In small groups:

1. Highlight GBV mitigation strategies currently integrated

2. Review Guideline recommended mitigation strategies

3. Prioritize 2-3 key strategies that should be prioritized

4. Create operational action plan:

i. Information needed

ii. Key actions

iii. Coordination amongst key actors

iv. Resources / support required

Discussion: Prioritization and Selection Criteria

How to prioritize GBV risk reduction in EDUCATION programs?

What types of investments are required?

What vulnerability criteria would you use for beneficiaries?

What challenges are associated with these?

How should sensitive information be managedto protect affected populations, includingsurvivors of GBV?

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DON’T SINGLE OUT GBV SURVIVORS OR VULNERABLE GROUPS

Coordination

What are our commitments to include GBV prevention and mitigation within ongoing and new EDUCATION activities?


A walk through the EDUCATION TAG: Coordination

Key takeaways:

• GBV prevention and risk reduction is most effective when done in coordination with both GBV specialists and other sectors

• Recommends specific actions for EDUCATION actors to coordinate with others


A walk through the EDUCATION TAG: Coordination • Supports humanitarian actors to define responsibilities and

accountability mechanisms in GBV prevention and response efforts Establish responsibilities for humanitarian actors in the prevention and

mitigation of GBV

Maximize immediate protection of GBV survivors and persons at risk through multi-sectoral coordination on response to GBV incidents

• Coordination activities can move across the 3 main types of responsibilities: programming, policies, and communications & information sharing and may also include advocacy / efforts for:

Assessment

Resource Mobilization

Monitoring and Evaluation


A walk through the EDUCATION TAG: Coordination

GBV Specialists can assist EDUCATION actors to (Pg. 54):

1. Design and conduct EDUCATION assessments that examine the risks of GBV, and strategize ways to mitigate these risks

2. Provide trainings for EDUCATION staff on issues of gender, GBV and women’s/human rights

3. Develop standard operating procedures (SOPs) for EDUCATION actors


What does this mean for EDUCATION?Coordination with GBV Specialists, cont’d…

GBV Specialists can assist EDUCATION actors to:

4. Identify where survivors can receive care, and provide EDUCATION staff with skills and information to respond supportively to survivors

5. Provide training for the affected community on issues of gender, GBV and women’s/human rights as they relate to EDUCATION rights

6. Review relevant statutory and customary laws and policies to strengthen GBV-related legal protections


What does this mean for EDUCATION: Coordination with other sectors (p. 55)

EDUCATION actors can work with (ex: child protection actors):

• To provide training for teachers on how to engage with child survivors of GBV and provide immediate referrals

• To monitor routes to education settings and highlight potentially unsafe areas for children and adolescents

• To ensure child protection issues are taken into account in the recruitment, selection and appraisal of teachers and education staff


What does this mean for EDUCATION: Coordination for cross-cutting issues

Also coordinate with partners addressing:

gendermental health and psychosocial support

(MHPSS)HIVage environment


Activity: Coordination Option 1: Mechanisms to Support Program Implementation

Return to small groups from the implementation activity:

1. Reflect on the specific actions recommended

2. Who needs to be involved to execute this action

– GBV specialists

– Other clusters

3. What type of coordination is required – be specific

- Roles and responsibilities

- Accountability mechanisms


Activity: Coordination Mapping

• With what sectors would CCCM benefit from stronger coordination?

i. What coordination mechanisms exist to support collaboration

ii. Key actions

iii. Who is responsible, accountable, needs to be informed

iv. How will you monitor progress

• How could CCCM and protection actors better coordinate/work together?

i. What coordination mechanisms exist to support collaboration

ii. Key actions

iii. Who is responsible, accountable, needs to be informed

iv. How will you monitor progress


Suggested recommendations about referrals in the Guidelines

• All humanitarian personnel who engage with affected populations should have up to date written information about where to refer survivors for care and support.

• Ensure training on how to respectfully and supportively engage with survivors and provide risk reporting and/or referral information in an ethical, safe and confidential manner

• Any programmes that share information about reports of GBV must abide by safety and ethical standards (e.g. shared information does not reveal the identity of or pose a security risk to individual survivors, their families or the broader community)


Activity: Coordination Option 3: Coordination and Referrals w/ GBV specialists

In small groups discuss:

• Map the current referral mechanism where your activities are ongoing

- What services are available- Which actors are involved

• What are your responsibilities within the referral mechanism?

- Who do you immediately report an incident to?- Are there cases where you are unable to refer?

• What happens when there is no referral mechanism in place or when it is not functioning?

- What are your responsibilities in this situation?


What are priority indicators for GBV prevention and risk mitigation in EDUCATION programming?


A walk through the EDUCATION TAG: Monitoring & Evaluation

Key Point:

• Indicators can be used to measure the outcomes of activities undertaken across the programme cycle, with the ultimate aim of maintaining effective programmesand improving accountability



• Why? Limited evidence exists on effective integration of GBV programming in “other” sectors

• Indicators in the Guidelines aim to:

– Track outputs resulting from interventions to affected populations

– Chart outcome of cluster activities

– Measure progress toward objectives, considering diversity of affected populations & their perspectives of the response


Monitoring & Evaluation: Indicators

• Why? Limited evidence exists on effective integration of GBV programming in “other” sectors

• Indicators in the Guidelines aim to:

– Track outputs resulting from interventions to affected populations

– Chart outcome of cluster activities

– Measure progress toward objectives, considering diversity of affected populations & their perspectives of the response


A walk through the EDUCATION TAG: Monitoring & Evaluation: Reporting

• Analyze existing data using a ‘GBV lens’ to improve GBV prevention and response

• Example: Teachers trained on how to respond to child victims of GBV and safely refer them to appropriate services.

– What are the implications of the findings?

– How may this affect GBV prevention and mitigation?

• Failing to meet a target can lead to response and resource mobilization

• Use data for action across the programme cycle


• # of assessment respondents who are female• # of females who report concerns about experiencing GBV

when asked about attending learning environments • # of females attending learning spaces/schools in affected

areas • # of active-duty education staff who have signed a code of

conduct • # of schools with a reporting and referral mechanisms for

GBV survivors

What does this mean for EDUCATION (Pg. 56)?



Good to know:

• Improvement or success is not demonstrated by a decrease in reported GBV cases

• Targets and data sources can be modified to fit the context


Option 1: Prioritizing indicators and data collection methodology

1. Prioritize 1-2 indicators

i. Select indicator from assessment, resource mobilization, implementation or coordination based on current focus within response

i. For example, if preparing for an assessment

2. Review the indicator reference sheet used for women’s participation

3. Fill out the blank indicator reference sheet for the indicator prioritized

i. Indicator descriptionii. Indicator acquisition iii. Data Quality issues iv. Data Analysis and Reporting/Dissemination

Activity: Monitoring & Evaluation


Option 2: Analyzing findings from gender or GBV evaluation

1. How are these findings relevant to your sector programming?

i. Which sectoral activities may be contributing to GBV risks?

ii. What cultural, community or policy variables may be contributing to GBV risks?

a. Representation of women, girls and at-risk groupsb. Traditional or cultural gender norms, power dynamicsc. Policies governing access to services, impunity

2. What activities could you adjust to prevent or mitigate GBV risks?i. Activities specific to prevention (focus on gender equality)ii. Activities specific to mitigation (focus on reducing exposure to risk)iii. Activities specific to response (focus on PFA, referral)

Activity: Monitoring & Evaluation


How do you know whether EDUCATION programs contributedto reducing GBV risks?- Did select EDUCATION activities contribute to reducing GBV risks?

- What information lets you measure this?

What are the challenges to monitoring GBV risks?

Is it always possible to monitor that at-risk groups needs are identified and responded to?

Do EDUCATION SOPs include direction for monitoring GBV risks within EDUCATION programming?

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Do not use number of reported cases as an indicator

of success.

Final Action Plan

1. In teams write down the priority actions to take forward

2. Refer to the prevention, mitigation and response activities of the day

3. Highlight key actors and responsibilities 4. Note attention to specific types of actions,

such as training, resources, staffing, access, etc.


Thank You.

For more information visit: www.gbvguidelines.org

http://www.gbvguidelines.org/

Government & Nonprofit

Module 5: Thematic Areas: Integrating gender-based violence interventions in education