Safe Learning Model Sierra Leone November 2016

Presentation Overview Why do we need the Safe Learning Model? Addressing the problem – Promising Practice Overview of the Safe Learning Model

Physical Violence 9 in every 10 pupils in primary and secondary school in Sierra Leone have experienced at least one form of physical violence (National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

Psychological Violence “It is common that teachers yell and throw such words as ‘you fool!’, you’re stupid! Whenever a student gives a wrong answer. Such statements make a student shy and ashamed to answer any question again” (Pupil from FGD, National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

(Concern 2013 Baseline Study) Sexual Violence Two thirds of girls interviewed reported that they have experienced at least one or more forms of sexual violence (Concern 2013 Baseline Study)

A 12 year old student in Kono district Sexual Violence “I tried to fight him, but I do not have strong feet. He raped me until I…I was not able to attend school since then. The exam is going on and am missing it. I ranked first in my class in first term..I am very annoyed and frustrated” A 12 year old student in Kono district (Pupil from FGD, National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

Sierra Leone – Mean Reading Fluency Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013-2016

Sample size Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013-2016

Mean Reading Fluency Score Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013-2016

Presentation Overview Why do we need the Safe Learning Model? Addressing the problem – Promising Practice Overview of the Safe Learning Model

Postive Male Role Model Campaign Text

Student Council from Mpepe School, Nsanje, Malawi

CHILDREN The Ecological Model INTERNATIONAL POLICMAKERS CULTURAL CONTEXT ECONOMIC CONTEXT DONOR COMMUNITY NATIONAL GOVERNMENT CIVIL SOCIETY ORGANISATIONS LOCAL GOVERNMENTS SCHOOLS CLINICS COMMUNITY MEMBERS COMMUNITY GROUPS EXTENDED FAMILY KINSHIP NETWORK FAMILY HOUSEHOLD CHILDREN MACRO MESO MICRO The Ecological Model A developmental science called Urie Bronfenbrenner developed the Ecological model It’s extremely useful when thinking of who children are and what impacts on them It clearly relates to Concern’s different levels of engagement- micro/meso/macro

Presentation Overview Why do we need the Safe Learning Model? Addressing the problem – Promising Practice Overview of the Safe Learning Model

Safe Learning Model SRGBV Literacy Research

A programme with the primary aim of preventing and responding to SRGBV Focus Education Programme A programme with the primary aim of improving student education outcomes SRGBV Programme A programme with the primary aim of preventing and responding to SRGBV Safe Learning Model A programme with the primary aim of improving student education outcomes, which does so by addressing SRGBV

Research Question Hypothesis: “An education programme that systematically addresses SRGBV will achieve better outcomes for children than an education programme that does not systematically address SRGBV”

Literacy Literacy Literacy Research Question School GBV School GBV Community GBV Naomi Davis, Robertlyn N. Davis, Mary Davis – students at St. John River Elementary School, Grand Bassa, Liberia (2010)

FIM, ASRH services in Health Centres Control Treatment 1 No SRGBV Treatment 2 Light SRGBV Treatment 3 Full SRGBV 25 Communities No intervention Literacy + SRGBV school level   SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres

FIM, ASRH services in Health Centres Control Treatment 1 No SRGBV Treatment 2 Light SRGBV Treatment 3 Full SRGBV 25 Communities No intervention Literacy + SRGBV school level   (school level) SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres

FIM, ASRH services in Health Centres Teacher training Coaching Reading materials Teacher Learning Circles Treatment 3 Full SRGBV 25 Communities Literacy + SRGBV (school level)   SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres Teacher training Life skills SEL – 6-8 SMC – school plans Education R&R CC Living Peace Life skills SEL – 6-8 SMC – community plans PHU/FSU/Edu R&R

Thank you! Questions?

Research Question Hypothesis: “An education programme that systematically addresses SRGBV will achieve better outcomes for children than an education programme that does not systematically address SRGBV” Specific research questions are: How effective are SRGBV interventions at school-level in improving (a) participation in education, (b) learning outcomes, and (c) well-being of girls and boys? Is there a positive interaction effect by providing the SRGBV interventions at both school-level and community-level in improving (a) participation in education, (b) learning outcomes, and (c) well-being of girls and boys?