Citation

What works in reducing School-Related Gender-Based Violence in West Africa: Sierra Leone Case Study

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Abstract:

Although SRGBV is a known barrier to education, the rigor of program design, monitoring and evaluation has often been insufficient. A recent case study in Sierra Leone – part of a mid-term evaluation of a multi-country DFID-funded project – took place in a post-conflict society where physical, psychological and sexual violence in schools are common. Using a variety of data collection methods to drill down and understand why interventions do or do not work, a team of researchers conducted key informant interviews, focus group discussions, workshops and informal conversations in six intervention communities. Those consulted included junior secondary school girls and boys, teachers, principals, guidance counselors, mothers and community leaders, as well as Plan and project staff and managers, DEO staff and counterparts in non-intervention schools. The research documented promising changes, including reduction of corporal punishment and sexual violence and exploitation, breaking the culture of silence that surrounds SRGBV and increasing girls’ financial independence. Unintended, negative outcomes were also acknowledged, notably feelings of exclusion by men and boys and resistance to teaching children their rights. Key conclusions include the importance of ensuring that measures to safeguard children are in place before undertaking SRGBV interventions; the significance of strong school leadership, involving teachers in program design and seeking viable nonviolent forms of punishment; ensuring space for girls to discuss their concerns; involving men, boys and communities; and effective monitoring. Through its strong, introspective approach, the research promises to strengthen the rigor of future programming within Plan and throughout the sub-region.

Author's Keywords:

Monitoring and Evaluation
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


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MLA Citation:

Reilly, Anita. "What works in reducing School-Related Gender-Based Violence in West Africa: Sierra Leone Case Study" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p718310_index.html>

APA Citation:

Reilly, A. "What works in reducing School-Related Gender-Based Violence in West Africa: Sierra Leone Case Study" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p718310_index.html

Publication Type: Panel Paper
Abstract: Although SRGBV is a known barrier to education, the rigor of program design, monitoring and evaluation has often been insufficient. A recent case study in Sierra Leone – part of a mid-term evaluation of a multi-country DFID-funded project – took place in a post-conflict society where physical, psychological and sexual violence in schools are common. Using a variety of data collection methods to drill down and understand why interventions do or do not work, a team of researchers conducted key informant interviews, focus group discussions, workshops and informal conversations in six intervention communities. Those consulted included junior secondary school girls and boys, teachers, principals, guidance counselors, mothers and community leaders, as well as Plan and project staff and managers, DEO staff and counterparts in non-intervention schools. The research documented promising changes, including reduction of corporal punishment and sexual violence and exploitation, breaking the culture of silence that surrounds SRGBV and increasing girls’ financial independence. Unintended, negative outcomes were also acknowledged, notably feelings of exclusion by men and boys and resistance to teaching children their rights. Key conclusions include the importance of ensuring that measures to safeguard children are in place before undertaking SRGBV interventions; the significance of strong school leadership, involving teachers in program design and seeking viable nonviolent forms of punishment; ensuring space for girls to discuss their concerns; involving men, boys and communities; and effective monitoring. Through its strong, introspective approach, the research promises to strengthen the rigor of future programming within Plan and throughout the sub-region.


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