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SRGBV – Evidence of effective interventionsPresentation to UKFIET conference, Oxford. 10th September 2013
Bríd Knnedy
Concern and SRGBV Concern established since 1969 – poverty elimination Currently working in 27 countries Development and emergency response programmes through
addressing LS, Education, Health and HIV & AIDS at micro, meso and macro levels
Assets and return on assets, inequality, risk and vulnerability are central to all Concern’s work
Basic Education Policy (2003) pinpoints access, quality and equality Commitment to GBV prevention and response in Strategic Plan (2004) Gender equality highlighted throughout and SRGBV integrated within
education programmes in Malawi, Kenya, Sierra Leone, Liberia, Bangladesh, Somalia and Ethiopia
P4 (Programme participation protection policy) signed by all employees, partners and associates
How Concern Understands Extreme Poverty
Lack of
and/or Low
Returns on
Basic Assets
Risk and
Vulnerability
Concern Education Programme Outcomes
Quality
Well-being
Access
Successful learnersConfident individualsEffective contributorsResponsible citizens
SRGBV identified as a problem
SRGBV a significant barrier to
children accessing and completing education
Enfringes on rights to protection, participation,
life & survival and development
Without rights to protection, equality and
quality in education MDGs and EFA goals
will not be achieved
Hannah Mavuto, Bwangu Primary School (2012)
Why is SRGBV important?
Key questions for Concern re SRGBV
Where has there been successful intervention in SRGBV? How was this accomplished?
What examples of good practice are available? What M&E process was used? What indicators
and evidence are available? Is integration of SRGBV in education
programmes the best way to address it? What are the staff development implications?
The 2012 SRGBV review: selected agencies and projectsActionaid International /Institute of Education London Stop Violence against Girls in School (SVAGS), Ghana, Kenya,
Mozambique, 2008-13 Transforming Education for Girls in Nigeria and Tanzania (TEGINT),
2007-12USAID Safe Schools Program in Ghana and Malawi, 2003-8 C-Change SRGBV Prevention Project, DRC, 2010-12Plan International Promoting Safe, Child-friendly Schools in Uganda, 2008-11; Prevention
of SRGBV in Uganda (with Raising Voices), 2012-14 Learn without Fear in Malawi, 2008-10
N.B. All based in areas where the organisation had previously worked
Concern’s approachHolistic: activities to address violence embedded in programmes
of broad support to basic education at every level of the system
Gender-based: gender underpins analysis and intervention
Only Actionaid/IOE TEGINT project takes both a holistic
and a gender approachAll others target SRGBV specifically, so not ‘holistic’.
5 key outcomes
1. A legal and policy framework that addresses violence against children in and around school, especially girls (macro level)
2. Improved prevention and response mechanisms (macro, meso and micro level)
3. Increased awareness of SRGBV and attitude and behaviour change (macro, meso and micro level)
4. Provision of a safe learning environment, especially for girls, i.e. reduction in school violence (micro level)
5. Increased enrolment and retention, especially of girls (micro level).
Macro, meso and micro activities
National level Advocacy/lobbying to change policy and legislation, and improve
response mechanisms to reported cases Strengthening/revising teachers’ code of conduct Creating coalitions and networks of agencies Media campaigns and awareness raising Community level Awareness raising for teachers, SMC/PTA members on child rights,
gender, making schools safe etc Developing community response mechanisms Media campaigns (e.g. local radio), Open Days and cultural events Encouraging role models
Micro level activities contd.School level Extra-curricular activities: clubs, debates, mock parliaments,
peer networks, exchange visits Physical improvements: sex-specific latrines, clean classrooms
and school compounds, fencing etc Child-friendly learning environments: school codes of conduct,
class charters, suggestion boxes, alternative means of discipline, student representation on councils and SMCs/PTAs
Training in child protection, SRGBV, positive discipline, gender-responsive pedagogy etc
Developing effective response systems to violence Curriculum development: life skills, gender awareness
materials, training manuals
Key findings Challenges of M&E; no proven methodology to measure
behaviour change; reliance on statistical data Mixed evidence of attitude change, no objective evidence of
behaviour change Over-reliance on short term training and awareness raising Most impact from gender/girls’ clubs and physical
improvements Less success with policy and legal reform and
community/school response mechanisms Influence of female teachers and link between project inputs
and increased enrolments/reduced dropouts not clear cut
M&E challenges Identifying a suitable methodology for interviewing children
about experiences of violence in institutional settings Developing a model for rigorous M&E Measuring impact, not just progress in meeting targets Measuring behaviour change: attitude change is not a proxy
for behaviour change Routine monitoring and critical enquiry as integral to the
project Rigorous research methods: robust data from multiple sources Ethical issues of working with children
Recommendations for Concern:programming Ring-fence SRGBV component within the ‘holistic’ approach Work with well respected local partners at different levels Develop a coherent and viable M&E framework Allocate resources to routine monitoring and base/endline
surveys Build up strong relationships with schools and identify key
allies Ensure confidential response systems are established;
monitor their effectiveness Support teacher training to ensure gender aware teachers Long term commitment (min 5 years)
Time to rest and study
Literacy success
HIV and AIDS knowledge
No sexual exploitation by teachers
Role in school
Equality in access to education
Voice heard
Space to play