Catherine Jere Event: Thematic Lunch Meeting Paris, 15th April 2015

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Presentation transcript:

Catherine Jere Event: Thematic Lunch Meeting Paris, 15th April 2015 School-related Gender Based Violence: An obstacle to the achievement of quality education for all Catherine Jere Event: Thematic Lunch Meeting Paris, 15th April 2015 [Introduce yourself.] Good afternoon. I am pleased to be here today to present the joint policy paper on School related Gender Based Violence – a collaboration between the EFA Global Monitoring Report, the Division of Teaching, Learning and Content in UNESCO’s Education Sector and the UN Girls Education Initiative (UNGEI) [click]

Key messages SRGBV undermines children’s - especially girls’ - right to a quality, inclusive and equitable education Better data and research is needed to identify, map and understand its extent and impact. SRGBV is a global concern, but we only have a partial picture Post-2015 targets must track progress towards reducing SRGBV [click] Education is critical in empowering and transforming the lives of young people, especially girls, yet gender-based violence in and around schools is undermining the achievement of quality, inclusive and equitable education for all. [click] School-Related Gender-Based Violence is emerging as a global concern. Yet despite the increasing recognition of School-Related Gender-Based Violence and the harm it causes, we only possess a partial picture of the extent of the problem. [click] Our paper presents a snapshot of what we know and argues that: We need more research and data to identify and map SRGBV worldwide. We need to know why it happens and with what consequences. [click] And we need better information to develop and evaluate policies to eliminate SRGBV, and to monitor progress post-2015 [click]

SRGBV is complex and multifaceted What is School-Related Gender-Based Violence (SRGBV)? [click] SRGBV encompasses acts of sexual, physical and psychological violence occurring in and on the journey to school. Violence that is perpetrated as a result of discriminatory gender norms and practices and unequal power dynamics, and underpinned by gender inequalities in wider society. It includes explicit threats or acts of physical violence, bullying, verbal or sexual harassment, non-consensual touching, sexual coercion and assault, and rape. Corporal punishment and discipline in schools often manifest in highly gendered ways. And unprecedented access to ICT has resulted in new forms of intimidation, bullying and sexual harassment While both boys and girls can be victims and perpetrators of SRGBV, girls are often at greater risk. Teachers and school staff -important partners addressing SRGBV - can also be perpetrators, in some cases acting with impunity. Poorly enforced legislation, inadequate child protection policies and weak or non-existent reporting mechanisms all increase children’s vulnerability to SRGBV [click]

Violence against children is a worldwide phenomenon Available data shows: 246 million children are estimated to suffer school-related violence every year Over one-half of all children live in countries where they have no legal protection from corporal punishment Up to 10% of adolescent girls in 40 low and middle-income countries reported forced sexual acts in the previous year We know that violence against children is a worldwide phenomenon [click] Global reports, such as the 2006 UN Report on Violence Against Children, UNICEF’s more recent Hidden in Plain Sight, both demonstrate that violence is common in the lives of millions of children across the world, including gender-based violence. For example, 246 million children are estimated to suffer school-related violence every year Over one-half of all children live in countries where they have no legal protection from corporal punishment Up to 10% of adolescent girls in 40 low and middle-income countries reported forced sexual acts in the previous year Yet, almost a decade since the landmark UN Report, we still do not the full scale and impact of gender-based violence in schools [click] .

Lack of comparable data globally SRGBV is under-researched and under-reported Limitations in data: Lack of comparable data globally School-related surveys prioritised physical violence, bullying Absence of focus on gender dimensions Information on sexual violence in schools is scarce [click] Critically, there remains a lack of global comparable data on all forms of SRGBV: definitions and measures of violence differ between data sources and the availability of data is highly uneven across countries [click] International surveys and learning assessments that collect data on violence within school settings have generally focused on physical violence and bullying, and have not always applied a gender perspective [click] Serious obstacles to reporting and documenting sexual violence exist. Until recently, much of what we know about sexual violence in schools is from national surveys or small-scale studies with non-comparable data And while evidence from a few multi-country studies now exists – such as Plan International’s Promoting Equity and Safety in Schools’ survey (PEASS) in 5 Asian countries and the Stop Violence Against Girls in School (SVAGS) research in East Africa – globally, information is scarce and fragmented. REVIEWS that have attempted to bring together several of these disparate small-scale studies include the the French government’s 2012 review of research in West Africa and UNESCO’s recent global review.

Prevalence of sexual harassment is high across SE Africa On average, 41% of school principals stated that pupil-pupil sexual harassment occurs in their schools In 11 countries, over 30% reported teacher-pupil sexual harassment [click] The Southern and East Africa Consortium for Monitoring Educational Quality (SACMEQ) is the only multi-country learning assessment survey which has collected comparable data on the incidence of sexual violence in schools. Analysis of the SACMEQ III data shows high levels of sexual harassment in schools across the region, perpetrated by both pupils and teachers. [click] In Zimbabwe, for example, over half of all school principals reported teachers’ sexual harassment of pupils; in over 40%, pupil-pupil sexual harassment [click] On average, 41% of school principals stated that pupil-pupil sexual harassment occurs in their schools In 11 countries, over 30% reported teacher-pupil sexual harassment [click] Studies from other regions, although few in number, reveal similarly high levels of sexual violence in schools: In the United Kingdom, a third of 16-18 year olds face unwanted sexual touching in school And in Thailand 12% of both girls and boys were victims of sexual violence In Latin America, new evidence shows that girls regularly experience sexual harassment and sexual ‘blackmail ‘ in return for good grades. And In Cote d’Ivoire, 47% of teachers in a Ministry of Education survey admitted having sexual relations with students[click]

Both boys and girls experience bullying, often in different ways Out - of - - o - One of the most widely documented types of school violence is bullying Bullying may be perpetrated or experienced in gendered ways, and students victimised because they do not conform to expected gender norms or identities New analysis of the 2011 TIMSS learning assessment survey presented in this paper shows that many boys and girls experience high levels of bullying at school. In all but two countries, over a fifth ( 20% ) of grade 8 students were bullied at least once a month. Boys were more likely to report being bullied in almost every country. In Ghana, in contrast, girls and boys experienced similarly high levels of bullying: almost 60%. [click] In Australia, the United States, and several Latin American countries, evidence shows that boys are more likely to be involved in physical bullying [click] While girls are more likely to experience psychological bullying and cyberbullying; - more research is needed to understand these less visible forms of bullying, which may be overlooked by teachers or policymakers [click]. In some countries, boys are more likely to experience physical bullying While girls are more likely to face psychological bullying

Physical and Mental Health SRGBV is preventing quality education for all Physical and Mental Health Learning Outcomes Absenteeism Disengagement Dropout Unsafe Schools Intergenerational Violence and Gender Inequality Sexual Violence SRGBV has serious consequences for children’s health and well-being and negatively impacts on learning, school attendance and participation; and school completion: Studies in Brazil, Ghana and the United States link bullying with increased rates of absenteeism, for example New analysis of TIMSS data shows that bullying affects boys’ and girls’ ability to master basic numeracy skills - in several countries (including Chile, Islamic Republic of Iran, Lebanon and New Zealand) these learning gaps were wider for girls. [click] Although limited, available evidence show that SRGBV also contributes to school dropout In the face of sexual violence at or on the way to school, parents’ fearing for girls’ safety may withdraw them from school; unintended pregnancy resulting from sexual coercion and rape leads directly to exclusion from school in some countries, such as Swaziland, or contributes to girls’ early exit in others. Studies in Nepal, Lebanon, Mongolia found that fear of teachers and of corporal punishment were reasons given by students for school dropout. [click] Gender-based violence creates unsafe school environments where children learn to accept and to be violent – perpetuating the cycle of violence and gender inequality in society [click] Corporal Punishment

Understanding conditions that exacerbate SRGBV is essential Poverty and disadvantage can increase vulnerability to SRGBV Chronic poverty and unstable living conditions can increase girls’ risk of sexual violence and exploitation Schools in poor and deprived areas face greater challenges dealing with bullying and physical violence Marginalized groups are at increased risk of SRGBV Children with disabilities, especially girls LGBT students Children affected by HIV/AIDS Ethnic and social minorities SRGBV cannot be viewed in isolation from wider society Understanding the context of SRGBV is essential to ensure that the most vulnerable are not overlooked [click] Chronic poverty and unstable living conditions increase girls’ risk of sexual violence and exploitation – In Sierra Leone, girls who cannot pay for school expenses are often coerced into sexual relationships with male teachers And schools in poor communities often face greater challenges dealing with bullying and physical violence – In Australia, 15% of grade 8 students from poorer experienced bullying, compared with 11% from richer schools But relationships between poverty, violence and gender inequality are not straightforward. Analysis of SACMEQ III found that some countries - Lesotho, Nambia and Mozambique- reports of teacher-pupil harassment were higher in richer schools. Again more research is needed to understand the interplay of these factors. [click] Marginalised groups are particularly at risk of SRGBV: A survey of over 3700 primary schoolchildren in Uganda found that 24% of disabled girls reported sexual violence at school compared with 12% of non-disabled girls. In Thailand, 56% of LGBT students surveyed had reported bullying in the past month In South Africa children in families affected by HIV and AIDS were more likely to experience multiple types of bullying than those who were not. [click] Violence in school is exacerbated in conflict and emergency settings, and sexual violence is widespread - leaving a destructive legacy. In Liberia almost half of all boys and a third of girls agree that sexual violence is a normal part of relationships [click] Conflict-affected countries Sexual violence is widespread

Comprehensive approaches are needed to tackle SRGBV Integrate gender equality into curriculum Provide specialised training for teachers Promote non-violence among men and boys Build community involvement Establish girls’ clubs Ensure safe and accessible reporting mechanisms and support Develop codes of conduct with teachers and students Enforce legislation and policies to protect children Comprehensive approaches are need to tackle SRGBV in all its forms. [click] Promising interventions, though often small-scale and short-lived, point the way forward in preventing and responding to SRGBV, and holding perpetrators to account. These include: [click] Integrating gender equality, including gender-based violence, into the curriculum – including making it a core component in sexual and reproductive health education Supporting this with specialised training for teachers and school staff. Implementing programmes to promote non-violence among men and boys [click] Building community involvement Establishing safe spaces for girls through clubs. Ensuring safe and accessible reporting mechanisms and support. [click] Putting in place – and disseminating - codes of conduct for teachers and students. Enforcing legislation and policies to protect children [click]

POLICY RECOMMENDATIONS All stakeholders must… Demonstrate commitment and leadership Integrate SRGBV into policy and government action Collaborate using a multisector approach Improve partnership and coordination at all levels To create an enabling environment for tackling SRGBV: All stakeholders must: Demonstrate commitment and leadership Integrate SRGBV into policy and government action Collaborate between sectors - education, health, youth, child protection Improve partnership and coordination at the global, national and district levels. [click]

All partners must… POLICY RECOMMENDATIONS: Agree on a common core definition and indicators for SRGBV Strengthen research and evaluation Harmonize data collection and build capacity for monitoring SRGBV To support these initiatives and inform policy… All partners must: Agree on a common understanding and standardised indicators for SRGBV Strengthen and expand research – using a variety of methods with established ethical guidelines, Ensure robust evaluation of policy and programming to demonstrate what works. Explore means to harmonise data collection activities across and within countries, and monitor SRGBV effectively – integrate measurement of SRGBV into established national information systems and international surveys [click]

The international community must… POLICY RECOMMENDATIONS: The international community must… Recognise SRGBV in the post-2015 framework In order for these responses to happen at the global and national level, we call upon the international community to recognise the importance of SRGBV in the post-2015 framework. [click]

Full paper available at: http://en.unesco.org/gem-report/node/818 For information on the Global Partners Working Group on SRGBV: http://www.ungei.org/news/247_srgbv.html Full paper available at: http://en.unesco.org/gem-report/node/818 You have the policy paper here today. Copies in French English and Spanish are also available on our new website. And further information on the Global Partners Working Group on SRGBV can be found through the UNGEI website. Thank you for listening. #EndSchoolGBV www.efareport.unesco.org