Dunne, Máiréad

Leach, Fiona

Slade, Eric

English

Fiona Leach (5859112)

Eric Slade (3541121)

Mairead Dunne (4460623)

Sussex Research Online

Promising practice in school-related gender-based violence(SRGBV) prevention and response programming globally

(Sub-national level) i. Enrolment, drop-out, causes of drop-out, retention, attendance ii. Performance data iii. P:T ratio, Teacher qualifications, attendance, teacher retention, discipline, iv. Violent crime, sexual crime, crimes against women

1 Combatting VAGS has higher profile &

1 Increased participation of girls in challenging VAGS

1.1 Number of girls enrolled in the school

1.1 Number of girls enrolled in the school 2346

1.1 Percentage of girls who think teachers do not have the right to demand sex from pupils

1.1 Percentage of girls who think teachers do not have the right to demand sex from pupils 86

1.1 Percentage of government officials whose responses indicate they are supportive of efforts to reduce

1.1 Percentage of government officials whose responses indicate they are supportive of efforts to reduce VAG

1.1 Percentage of respondents (other than girls) able to identify specific legislation aimed at preventing

1.2 Percentage of girls who think that girls are not to blame for sexual harassment

1.2 Percentage of girls who think that girls are not to blame for sexual harassment 80

1.2 Percentage of government officials taking actions that demonstrate support for the reduction of

1.2 Percentage of respondents able to identify formal mechanisms for reporting & referring incidences of

1.3 Percentage of girls questioning corporal punishment

1.3 Percentage of girls questioning corporal punishment 14

1.3 Percentage of media articles that address VAG do so in a sensitive, productive manner

1.3 Percentage of media articles that address VAG do so in a sensitive, productive manner NA NA #DIV/0!

1.3 Percentage of respondents who know of a local organisation or service providing support to VAG survivors

1.4 Percentage of girls enrolled who drop out

1.4 Percentage of girls enrolled who drop out 1.62

1.4 Percentage of girls participating in activities that challenge

1.6 Percentage of drop-outs whose case is associated with pregnancy 10.5

1.6 Percentage of drop-outs whose case is associated with pregnancy 22

1.7 Percentage of drop-outs whose case is associated with early marriage 41

1.7 Percentage of drop-outs whose case is associated with early marriage 52.6

2 Increased community rejection of VAGS & support for efforts to reduce it

2 Increased participation of girls in reporting cases of VAGS through official channels

2.1 Percentage of girls able to correctly identify formal mechanisms for reporting & referring incidences of

2.1 Percentage of girls able to correctly identify formal mechanisms for reporting & referring incidences of VAG

2.1 Percentage of girls, at the end of lower primary, who progress to the next class/level 101

2.1 Percentage of girls, at the end of lower primary, who progress to the next class/level 128

2.1 Percentage of respondents who think teachers do not have the right to demand sex from pupils

2.1 Percentage of respondents who think teachers do not have the right to demand sex from pupils 67

2.2 GPI for progression (lower primary)

2.2 Percentage of girls who have experienced violence who reported it,

2.2 Percentage of respondents who think girls are not to blame for sexual harassment 67 79%

2.2 Percentage of respondents who think girls are not to blame for sexual harassment 73

2.3 Percentage of girls who have experienced violence who reported it, through official channels

2.3 Percentage of girls, at the end of upper primary, who progress to the next class/level 100

2.3 Percentage of girls, at the end of upper primary, who progress to the next class/level 87%*

2.3 Percentage of respondents questioning corporal punishment

2.3 Percentage of respondents questioning corporal punishment 30

2.4 GPI for progression (upper primary)

2.4 Percentage of girls who know of a local organisation or service providing support to VAG survivors

2.4 School discipline records iii. Narrative based on interviews and observations with gender analysis on [school –community/parents; HT- T; pupil & teacher; discipline; classroom relations; outside class]

2.5 Percentage of girls enrolled in Class 1 in

3 Active peer-support networks for girls

3 countries, a legal & policy framework (drawing from the model policy) that addresses VAGS exists & is being implemented at all levels.

3.1 Percentage of girls belonging to Girls'

3.1 Percentage of girls enrolled in the last class of lower primary who pass all subjects 78

3.1 Percentage of girls who experienced violence at school in the last 12 months 28

3.1 Percentage of girls who experienced violence at school in the last 12 months 34

3.2 GPI of percentage of those enrolled in the last class of lower primary who pass all subjects 1.03

3.2 Number of school where boys are engaged in activities that challenge

3.2 Number of school where boys are engaged in activities that challenge VAG & support girls 14 10 * Overall progression rate for lower and upper primary school Ghana Outcomes Intermediate Outcomes Indicators of achievement

3.2 Percentage of girls who experienced violence in their home or community

3.2 Percentage of girls who experienced violence in their home or community in the last 12 months 49

3.3 Percentage of girls enrolled in the last class of upper primary who pass all subjects 64

3.3 Violence [physical; verbal; symbolic; sexual; institutional]

3.4 GPI of percentage of those enrolled in the last class of upper primary who pass all subjects 0.74

4.2 Percentage of women/girls on school management committee 28

4.3 Number of schools with the following following:-

5.4 Percentage of girls who think that teachers do not show bias against girls in their questioning approaches 68 99%

5.4 Percentage of girls who think that teachers do not show bias against girls in their questioning approaches 77

Contextual summary [community, economic activity, school buildings; school community bodies, pupil bodies, meeting times, representation and influence on school structure and life, codes of conduct] ii. Quantitative evidence and gender analysis

Engaging Boys and Young Men in the Prevention of Sexual Violence: A systematic and global review of evaluated interventions, Sexual Violence Research Initiative (hosted by the Medical Research Council, South Africa) for the Oak Foundation

Enrolment, drop-out, causes of drop-out, retention, attendance ii. Performance data iii. P:T ratio, Teacher qualifications, attendance, teacher retention, discipline, iv. Violent crime, sexual crime, crimes against women

In the intervention areas, [14,000] girls report the confidence to challenge the culture of violence in & around schools, report incidents & create peer support networks.

In the intervention areas, girls' enrolment is increased [by an average of 22%], their drop-out is decreased [by 20%] & substantial progress is made towards gender parity in education.

http://srodev.sussex.ac.uk/46317/1/Concern_SRGBV_Report_2013.pdf

Promising practice in school-related gender-based violence(SRGBV) prevention and response programming globally

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