1. School-Related Gender Based Violence (SRGBV) in Lebanon 1Nov 19, 2010 UNESCO & partners

2. OUTLINE 2Nov 19, 2010 1.Background and Objectives 2.Study population 3.Quantitative approach: o In-school category o Universities category 4.Quantitative approach – Data collection 5.Qualitative approach: o FG discussions o In-depth interviews

3. Background and Objectives 3Nov 19, 2010 Component of the project “Supporting Gender Equality in Education in Lebanon” National research assessing Gender Based Violence in Schools and Universities Hypotheses: high prevalence in Lebanon especially in the North and Bekaa area (geographic variation), girls > boys & adults > children, root causes lie in the gender role stereotypes, dictated by the society, reinforced by the parents behaviors and raising styles, lack of appropriate gender equality teaching within the school curricula, impact on the mental well being of students, mainly higher anxiety and lower self esteem, affecting their school performance: lower grades, more school avoidance and absenteeism and school failure or repeats, absence of reporting or complains channels in most schools as well as adequate referral or intervention systems. Primary goal: to initiate policy dialogue on SRGBV and to guide appropriate corrective and preventive measures aiming to promote a safe learning environment that allows students to attend school, free from the fear and consequences of violence

4. Study population 4Nov 19, 2010  Venues: Schools and Universities (private & public) in all regions  Targeted groups: QUANTITATIVEQUALITATIVE QuestionnaireFGD In-depth interviews In-schoolUniversities 5 to 11 years old Intermediate Secondary Parents & parent teachers associations School and teaching personnel, health coordinators, nurses, counselors…

5. Quantitative approach 5Nov 19, 2010 Targeted groups: schools & university students In-school category: intermediate and secondary sections o 50 public and 50 private schools randomly sampled with 25 students sampled within each section --> 5000 students at least o Sampling methodology: similar to the GSHS and GYTS o Consent form: Passive o Questionnaire: Intermediate section: self-administered core questionnaire (English, French and Arabic languages) Secondary section: core questionnaire + additional questions Universities category: o Cluster sampling unit: all the faculties of one university that are confined to one geographical area o 15 clusters randomly sampled with a convenient sample of 100 students within each cluster --> 1500 students o Questionnaire: same questionnaire used in the secondary sections in the in-school category

6. Quantitative approach – Data collection 6Nov 19, 2010 In-school category: o conducted during regular school hours, o students gathered in one classroom, o trained data collectors, o focal point appointed within each section and present during data collection Universities category: o conducted during recess hours within the campus setting, o trained data collectors

7. Qualitative approach 7Nov 19, 2010 Focus group discussions (FGD):  24 FGDs for the children aged 5 to 11 years old: Within each governorate: 2 FGDs will be conducted for each one of the following 2 groups of students: o 5 to 7 years old: theater-based, or role-play based (story-telling and role playing) or pictorial or games-based (such as the body mapping‘s method,...) o 8 to 11 years old: traditional approaches (standardized questions are asked) or activity-based, case study based or theater-based.  6 FGDs with parents and parent teachers associations: the right approach will be decided based on the content (sensitivity of the questions) of the FGDS and the belief of which approach will be more appropriate to get the most out of the target group. Each focus group will be composed of 10 to 12 participants. One facilitator and one transcriber will be needed for each focus group. Consents will be obtained for the focus group discussions to be audio taped.

8. Qualitative approach 8Nov 19, 2010 In-depth interviews: o Targeted groups: school and teaching personnel (teachers, directors, etc.), school health coordinators, school nurses, school counselors and other staff from the MoEHE and from the Centre for Educational Research and Development, social workers at the Social Development Centers of the MOSA, child protection practitioners, NGOs providing special care for children

9. Deliverables 9Nov 19, 2010 Mapping of the SRGBV by series of variables In-depth analysis of the roots Analysis of trends with possible projections

10. THANK YOU 10Nov 19, 2010