Transcript Working to End Gender-Based Violence at School
A Girl’s Right to Learn Without Fear:
Working to End Gender-Based Violence at School Tanja Suvilaakso
A Girl’s Right to Learn Without Fear: Working to End Gender-Based Violence at School
Because I am a Girl campaign is focused on eliminating some of the key barriers to girl’s education: child marriage and the persistence of
gender-based violence in and around schools.
A Girl’s Right to Learn Without Fear: Working to End Gender-Based Violence at School
Plan Canada and University of Toronto, Faculty of Law- International Human Rights Program 8 key global principles Examples of promising practices from countries internationally recognized
School related gender-based violence defined
• • SRGBV refers to: Sexual, physical or psychological violence Inflicted on children in and around schools • Due to stereotypes and roles or norms attributed to or expected of them on the basis of their sex or gendered identity. SRGBV also refers to the ways in which experiences of and vulnerabilities to violence may be gendered.
Inside and outside of school
• Latrines, empty classrooms and corridors are all potential spaces where violence can occur. • Millions of girls and boys are at risk of bullying, rape, unwanted touching, and unprovoked sexual advances in transit to and from school, along walking routes, at bus stops, and at taxi stands. • Isolation and lack of sufficient oversight and management can exacerbate the problem.
Conflict: Girls and boys even more at risk of GBV in and around schools
• One child in three in conflict-affected countries does not go to school, compared to one in 11 in other low-income countries. • In many conflict-affected areas, school children are more likely to be subject to violent attacks. • The use of sexual violence as a weapon of war has been widespread, and many victims are young girls.
Prevalence
• Worldwide, an estimated 150 million girls and 73 million boys have experienced sexual violence.
• In some countries, more than 80% of students suffer corporal punishment at school.
• In Mozambique, for example, a government study found that 70% of girl respondents reported knowing that some teachers used sexual intercourse as a condition for promotion between grades. • In Niger, a study showed that 88% of teachers confirmed existence of sexual acts between students and teachers at their school.
Prevalence continued
“Moyennes Sexuellement Transmissible STM” (Gabon, Cameroon) “Chalk allowance” of “Bush stipend” “Le menace du bic rouge” (Mali) “Droit de cuissage” (Côte d’Ivoire)
Forms of SRGBV
Sexual violence Bullying in schools Cyber-bullying Physical and psychological violence as ‘discipline’
Causes
•Harmful social, cultural, and religious norms •Discrimination and social marginalisation •Missing legal safeguards and weak institutional capacity
Consequences
Immediate and long-term: •Health consequences (STDs, HIV infection, unwanted early pregnancies) •Psychological suffering •Poor performance at school, absenteeism and high drop out rates •Reduced economic opportunities
Time for Solutions
• Teachers have and can be
engaged
allies as critical • Schools can act as
catalysts
for non-violence, tolerance, and gender equality • Attitudes and behaviours can be
transformed
• Facilities can be
reformed
• Programmes and policies can be
strengthened
Eight principles for government action
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Comprehensive and integrated action Effective legislation and regulation Safe and effective reporting and response Evidence-based policy Well-supported, well-trained personnel Partnership Inclusiveness Participation
Link to the report