Information by Country

School-Related Gender-Based Violence (SRGBV):

Realising SDG Commitments to Gender Equality in Education: Pathways and Priority Actions
Realising SDG Commitments to Gender Equality in Education: Pathways and Priority Actions
This note outlines global commitments to gender equality in education in the SDGs and the Education 2030 Framework for Action and highlights subsequent policy initiatives, such as the Education Commission’s report The Learning Generation: Investing in education for a changing world, The Global Partnership for Education’s (GPE’s) Gender Equality and Policy Strategy (2016-2020) and the Girls’ Education Forum: Statement of Action to Accelerate Marginalised Girls’ Education Outcomes and Gender Equality (GEF Statement of Action), aimed at accelerating progress toward gender equality in education.  Read More >
Economic Impacts of Child Marriage: Global Synthesis Report
Economic Impacts of Child Marriage: Global Synthesis Report
The study looks at five domains of impacts: (i) fertility and population growth; (ii) health, nutrition, and violence; (iii) educational attainment and learning; (iv) labor force participation and earnings; and (v) participation, decision-making, and investments. Economic costs associated with the impacts are estimated for several of the impacts.  Read More >
School Violence and Bullying: Global Status Report
School Violence and Bullying: Global Status Report
This report has been prepared by UNESCO and the Institute of School Violence and Prevention at Ewha Woman's University for the International Symposium on School Violence and Bullying: From Evidence to Action, Seoul, Republic of Korea, 17 – 19 January 2017.

It aims to provide an overview of the most up-to-date available data on the nature, extent and impact of school violence and bullying and initiatives to address the problem.

 

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Potential Pathways to Prevention: Understanding the intersections of violence against women and children in the family
Potential Pathways to Prevention: Understanding the intersections of violence against women and children in the family
The aim of this research was to understand perceptions and experiences of intersecting forms of violence in Uganda, while also capturing positive, loving and respectful family dynamics.

The Intersections Study included both a quantitative and a qualitative component. In brief, the quantitative component involved a fresh statistical analysis of the 2014 data from the endline survey of our Good Schools Study in Luwero District, Uganda (Devries et al., 2015).

 

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Reaching Out Preventing and Addressing School-related Gender-based Violence in Viet Nam
Reaching Out Preventing and Addressing School-related Gender-based Violence in Viet Nam
In this report, SRGBV is conceptualised as based on gender and sexuality stereotypes, roles and norms. Any learner, irrespective of their sexual orientation or whether they are female, male, transgender or intersex, may be affected. SRGBV is understood in this report to include, for example, physical, verbal, sexual, social and technology-related violence.  Read More >
Child, Early, and Forced Marriage Resource Guide
Child, Early, and Forced Marriage Resource Guide
This resource guide provides information on how the United States Agency for International Development (USAID) sectors, missions, and staff can integrate child, early, and forced marriage (CEFM) prevention and response into their programming. The guide provides both the rationale of why and approaches to how USAID’s efforts can address CEFM.  Read More >
Japan Adopts Anti-Bullying Policy to Protect LGBT Students
Japan Adopts Anti-Bullying Policy to Protect LGBT Students
Japan has committed in policy for the first time, the protection of sexual and gender minority students. The revised national bullying prevention policy sends a strong message throughout the region on the need to consider and protect lesbian, gay, bisexual, and transgender rights in and around school environments.  Read More >
Conceptual Framework for Measuring School-Related Gender-Based Violence
Conceptual Framework for Measuring School-Related Gender-Based Violence
This conceptual framework and toolkit for measuring SRGBV has been commissioned by the U.S. Agency for International Development’s (USAID’s) Bureau for Africa, Office of Sustainable Development, Education Division (AFR/SD/ED), under the Opportunities for Achievement and Safety in Schools (OASIS) program. In support of the USAID Education Strategy, the Office of Sustainable Development’s Regional Development Cooperation Strategy (RDCS), and the United States Strategy to Prevent and Respond to Gender-Based Violence.

Globally, the OASIS program aims to contribute to reducing barriers to quality education and learning for students and out-of-school youth, focusing on school-related gender-based violence (SRGBV) as one such barrier. The OASIS program is designed to strengthen the capacity of USAID and other stakeholders to effectively address SRGBV by generating evidence, fostering better capability to generate such evidence, improving coordination, and increasing awareness. 

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The Effects of School-Related Gender-Based Violence on Academic Performance
The Effects of School-Related Gender-Based Violence on Academic Performance
In support of the USAID Education Strategy, the Bureau for Africa Office of Sustainable Development’s Regional Development Cooperation Strategy (RDCS), and the United States Strategy to Prevent and Respond to Gender-based Violence Globally, the OASIS program aims to increase access and quality in education for students and out-of-school youth by focusing on school-related gender-based Violence (SRGBV). OASIS is designed to help reduce SRGBV by enabling USAID and its partners to effectively address SRGBV through better understanding of SRGBV by (a) generating evidence, (b) fostering better capability to generate such evidence, (c) improving coordination, and (d) increasing awareness.  Read More >
Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peacebuilding
Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peacebuilding
The United Nations Children’s Fund (UNICEF) commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools:
Enhancing the transformative power of education for peacebuilding. Supported by UNICEF and the Ugandan Ministry of Education, Science, Technology and Sports (MoESTS), the programme aimed to trial a practical, school-based intervention to demonstrate the peacebuilding potential of positive gender socialization in the conflict-affected Karamoja region of north-eastern Uganda.  Read More >
Violencia de Género en las escuelas: Caminos para su prevención y superación
Violencia de Género en las escuelas: Caminos para su prevención y superación
The primer addresses the factors that contribute to the normalization and naturalization of gender violence, as well as the key concepts and human rights involved in the issue, such as the right to equality, the right to a Life free of violence and discrimination and the right to live without humiliation.  Read More >
Infographic: What is School-Related Gender-Based Violence?
Infographic: What is School-Related Gender-Based Violence?
Infographic: What is School-Related Gender-Based Violence? Read More >
Ready, Set, Respect! GLSEN’s Elementary School Toolkit
Ready, Set, Respect! GLSEN’s Elementary School Toolkit
Ready, Set, Respect! provides a set of tools to help elementary school educators ensure that all students feel safe and respected and develop respectful attitudes and behaviors. It is not a program to be followed but instead is designed to help educators prepare themselves for teaching about and modeling respect.  Read More >
A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials.
A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials.
The Guide provides important facts, insights, and guidance to help address the need for improved inclusivity for materials in the primary grades. It provides worksheets for those developing or revising texts to evaluate the inclusiveness of the teaching and learning material. The guide encourages writers and revisers to examine the frequency of representation and gender-equitable and inclusive illustrations, while also highlighting gender-equitable and inclusive language and gender-equitable and transformational roles. It recommends that individuals with various physical, cognitive, and/or sensory disabilities should be depicted in proportion to the frequency of the general population. Read More >
June 2016 Gender, Education and Peacebuilding A review of selected Learning for Peace case studies
June 2016 Gender, Education and Peacebuilding A review of selected Learning for Peace case studies
The purpose of this review is to summarize the findings of the four case studies, and to outline conclusions of relevance to future peace-building strategies and programmes seeking to adopt gender-transformative strategies. While the intersections between gender equality, education and peace-building are many and varied, this review focuses on four strategies through which education providers may seek to play a role in gender-transformative peace, as identified in earlier stages of the Learning for Peace programme.

 

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Creating Supportive Learning Environments for Girls and Boys: A guide for educators
Creating Supportive Learning Environments for Girls and Boys: A guide for educators
This guide has been developed for the Teaching Excellence and Achievement Program (TEA) and the International Leaders in Education Program (ILEP). TEA and ILEP are programs of the U.S. Department of State’s Bureau of Educational and Cultural Affairs, implemented by IREX.  Read More >
Engaging Men in Public Policies for the Prevention of Violence Against Women and Girls
Engaging Men in Public Policies for the Prevention of Violence Against Women and Girls
The purpose of this report is to review impact-evaluated programs that engage men in the prevention and elimination of violence against Women and Girls.  Read More >
LESSONS FROM SERBIA Addressing Gender-based Violence through the School without Violence Programme
LESSONS FROM SERBIA Addressing Gender-based Violence through the School without Violence Programme
In 2010, the SeCONS Development Initiative Group carried out a prevalence survey on domestic violence.1 The findings indicated that more than half of women in Central Serbia have, at some point in their lives, experienced family violence (54.2%), with 37.5% having experienced violence in the previous twelve months. Most of the perpetrators were male partners or husbands, with 96% of perpetrators responsible for severe forms of GBV.  Read More >
Experiences of Peer Bullying among Adolescents and Associated Effects on Young Adult Outcomes
Experiences of Peer Bullying among Adolescents and Associated Effects on Young Adult Outcomes
Being bullied has been found to have a significant impact on children’s physical and mental health, psychosocial well-being and educational performance, with lasting effects into adulthood on health, well-being and lifetime earnings. Little is known about bullying in low- and middle-income countries, however. This study uses a mixed methods approach combining survey analysis of the predictors and associations with being bullied, with qualitative data to explore the context in which bullying occurs and the social processes that underpin it. Findings show that better data collection and increased resource allocation to bullying prevention are needed. The development and evaluation of different types of effective, sustainable and scalable bullying prevention models in low- and middle-income country contexts are priorities for programming and research.  Read More >
Conceptual Framework for Measuring School-Related Gender-Based Violence
Conceptual Framework for Measuring School-Related Gender-Based Violence
Accordingly, this document, titled Conceptual Framework and Toolkit for Measuring School-Related Gender-Based Violence, provides detailed definitions of the different types of SRGBV for the purpose of measurement, while harmonizing some of the methods of inquiry and measurement tools necessary to further build an evidence base on the topic. This document provides precise definitions of the various acts of violence and abuse that constitute SRGBV for clarity of measurement.  Read More >
Global Guidance on Addressing School-Related Gender-Based Violence
Global Guidance on Addressing School-Related Gender-Based Violence
This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence. It distils programme knowledge based on existing global literature, promising practices, expert recommendations and practitioner consensus.  Read More >
Briefing Paper Addressing School-Related Gender-Based Violence is Critical for Safe Learning Environments in Refugee Contexts
Briefing Paper Addressing School-Related Gender-Based Violence is Critical for Safe Learning Environments in Refugee Contexts
Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial -- for affected populations including refugees. The breakdown of family and community support systems and high levels of stress and trauma magnify pre-existing levels of violence and conflict within families and in schools. That there is a rise in sexual and gender-based violence in conflict situations is undisputed. Reports of gender-based violence emerge in the aftermath as systems for reporting and response get established as part of a humanitarian response. Yet data required to produce global estimates is limited.  Read More >
Why Ending School-Related Gender-Based Violence is Critical to Sustainable Development
Why Ending School-Related Gender-Based Violence is Critical to Sustainable Development
When the United Nations adopted the 2030 Agenda for Sustainable Development in September 2015, it committed to strive for a world guided by human rights, a world that is just, equitable and inclusive, and a world that is free from fear and from violence. Working towards sustained economic growth, social development and environmental protection for all, the agenda seeks to invest in children and young people and provide them with a nurturing environment for the full realization of their rights.  Read More >
Technical Brief: Engaging communities in dialogue on gender norms to tackle sexual violence in and around schools
Technical Brief: Engaging communities in dialogue on gender norms to tackle sexual violence in and around schools
Technical Brief: Engaging communities in dialogue on gender norms to tackle sexual violence in and around schools. The purpose of this technical note is to 1) explain how gender norms shape sexual violence, and why it is critical to incorporate dialogue and action on gender norms in SRGBV interventions, and 2) identify promising approaches to addressing gender norms within programs aimed at ending SRGBV, and sexual violence in particular.  Read More >
Global Working Group to End to SRGV Call to Action: 2016
Global Working Group to End to SRGV Call to Action: 2016
The Global Working Group to End School-Related Gender-Based Violence 2016 Call to Action, calls on governments, donors and stakeholders to: Recognize harmful gender norms as an important driver of violence; Boost investment in interventions that address SRGBV; Develop and implement national policies and plans to end SRGBV; Address SRGBV in learning spaces for migrant, refugee and displaced children and adolescents; Fill the SRGBV data deficit.

 

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References list: ‘Technical Brief: Engaging communities in addressing gender norms to tackle sexual violence in and around schools’.
References list: ‘Technical Brief: Engaging communities in addressing gender norms to tackle sexual violence in and around schools’.
References to Accompany: ‘Technical Brief: Engaging communities in addressing gender norms to tackle sexual violence in and around schools’.  Read More >
Prevention, policy and procedure checklist: Responding to Sexual Violence in Humanitarian and development settings
Prevention, policy and procedure checklist: Responding to Sexual Violence in Humanitarian and development settings
This checklist sets out a series of actions that should be taken by humanitarian and development organisations– from the United Nations (UN), to International Non-Governmental Organisations (INGOs), to Community Based Organisations (CBOs) and all organisations responding to sexual violence. (Source: Report the Abuse). Read More >
Opening Our Eyes – Addressing Gender-Based Violence in South African Schools: a Manual for Educators. Ed. 2.
Opening Our Eyes – Addressing Gender-Based Violence in South African Schools: a Manual for Educators. Ed. 2.
The revised manual has been tested in eight provinces with the support of the United Kingdom’s Department for International Development and the United Nations Children’s Fund. The testing has shown that the manual is effective in addressing the need for information, education and skills for addressing sexual violence in schools.  Read More >
Ending the torment: tackling bullying from the schoolyard to cyberspace
Ending the torment: tackling bullying from the schoolyard to cyberspace
While there are still many gaps in the data collected on children’s exposure to bullying and on the effectiveness of programmes designed to address it, there is a considerable wealth of information and research that could be shared more widely with all stakeholders. This publication is a contribution to such knowledge-sharing. It is designed to reach out to government leaders and decision-makers, as well as researchers, educators, health professionals and child protection actors who can help design sound policies and laws and promote their effective implementation, while supporting families and making a lasting difference in the life of children.  Read More >
Violence Against Children in Education Settings in South Asia: A desk review
Violence Against Children in Education Settings in South Asia: A desk review
The desk review commissioned by the UNICEF Regional Office for South Asia (ROSA) has found that many children in South Asia are exposed to different forms of violence and threats in schools and other educational settings. Findings show that children face physical punishment, sexual abuse, harassment, bullying, and social stigma. Acts of violence are manifested differently for boys, girls and transgender children. Further, children’s economic status, ethnic/caste identity, and other markers of vulnerability such as disability often shape the nature and degree of violence they experience.

The review suggests that most incidents of violence in schools go unreported. Given the authoritarian structure of schools in the region, children fear complaining about violence committed by teachers, staff and older peers. Sexual abuse in particular remains concealed due to cultural taboos surrounding sexuality and stigma attached to those who experience abuse. For children who face violence in educational settings, the promise and pleasure of learning and discovery can quickly turn into pain, trauma and fear. Such experiences not only ruin their present but also threaten their future, as those who experience violence in childhood are more likely to become perpetrators of violence as adults.

 

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Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression
Out in the Open: Education sector responses to violence based on sexual orientation and gender identity/expression
EXECUTIVE SUMMARY: Violence in schools and other educational settings is a worldwide problem. Students who are perceived not to conform to prevailing sexual and gender norms, including those who are lesbian, gay, bisexual or transgender (LGBT), are more vulnerable. Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online. This report presents the findings of a global review, commissioned by UNESCO, of homophobic and transphobic violence in schools and education sector responses. Read More >
Literature Review on School-Related Gender-Based Violence: How it is Defined and Studied
Literature Review on School-Related Gender-Based Violence: How it is Defined and Studied
This literature review of definitions and methods used to study school-related gender-based violence (SRGBV) was commissioned by the U.S. Agency for International Development’s (USAID’s) Bureau for Africa, Office of Sustainable Development, Education Division (AFR/SD/ED), under the Opportunities for Achievement and Safety in Schools (OASIS) program.  Read More >
Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence
Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence
This report is the first major knowledge product from the End Gender Violence in Schools Initiative, a joint effort of UNICEF, the Global Partnership for Education, UCL- Institute of Education and UNGEI, which aims to develop and promote a common and systematic approach to identification, design, and monitoring of interventions to address SRGBV. Read More >
Violence Against Women and Girls: Education Sector Brief
Violence Against Women and Girls: Education Sector Brief
An education sector brief for the integration, innovation and integration of strategies and actions to end violence against women and girls.   Read More >
Protecting children from bullying: Report of the Secretary-General
Protecting children from bullying: Report of the Secretary-General
The present report of the Secretary-General, submitted in response to General Assembly resolution 69/158, addresses the prevalence of bullying and its impact on children’s rights, reviews measures adopted by Member States and other stakeholders to prevent and respond to this phenomenon, identifies good practices and provides guidance on priority actions to ensure children’s protection from bullying, including cyberbullying.  Read More >
Information Brochure: Global Working Group to End School-Related Gender-Based Violence
Information Brochure: Global Working Group to End School-Related Gender-Based Violence
An information brochure on the Global Working Group to end School-Related Gender-Based Violence.   Read More >
Connect with Respect
Connect with Respect
This tool has been designed to assist teachers, like you, to deliver education programmes in early secondary school. It has been designed for students between 11 and 14 years of age, but can be adapted for use with older students. It provides age-appropriate learning activities on important themes and concepts relating to the prevention of gender-based violence and promotion of respectful relationships. The introductory section serves as a reference tool to assist school leaders to better understand how to take a whole-school approach to the prevention of school-related gender-based violence.  Read More >
Toolkit for Monitoring and Evaluating Gender-Based Violence along the Relief to Development Continuum
Toolkit for Monitoring and Evaluating Gender-Based Violence along the Relief to Development Continuum

This toolkit provides guidance to USAID staff, implementing partners and the larger community of international relief and development practitioners on how to monitor and evaluate gender-based violence (GBV) interventions along the Relief to Development Continuum (RDC). The RDC is divided broadly into three phases: (1) the pre-crisis phase, (2) the crisis phase, and (3) the post-crisis phase.

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Eliminating Violence against Children
Eliminating Violence against Children
The Inter-Parliamentary Union and UNICEF have collaborated to produce this handbook supporting efforts by States to move rapidly towards the elimination of all forms of violence against children. The handbook seeks to promote active and effective follow-up by parliaments and parliamentarians throughout the world to the recommendations of the United Nations Secretary General’s Study on Violence against Children. Read More >
Manual: Child Friendly Schools
Manual: Child Friendly Schools
The present manual is part of a total resource package that includes an e-learning package for capacity-building in the use of Child Friendly School (CFS) models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings. The purpose of a CFS model is to move schools and education systems progressively towards quality standards, addressing all elements that influence the wellbeing and rights of the child as a learner and the main beneficiary of teaching, while improving other school functions in the process. Read More >
2011 Rwanda: Baseline survey on the implementation of TUSEME process in the Child Friendly Schools in Rwanda
2011 Rwanda: Baseline survey on the implementation of TUSEME process in the Child Friendly Schools in Rwanda
In Rwanda, UNICEF in collaboration with the ministry of education established model CFSs to effect innovative changes in the school curricular and approaches. TUSEME process is a key feature of every child-friendly school which FAWE Rwanda Chapter is promoting under the auspices of UNICEF. The child friendly school strategy is premised on the idea that the school community needs to accept girls and boys as they are and bring them into a safe, secure and protective place of learning and development that is committed to an equitable learning environment for all children and to gender equality. The study aimed at investigating the implementation of TUSEME process activities in child friendly schools. Read More >
Inter-Agency Peace Education Programme: Skills for Constructive Living
Inter-Agency Peace Education Programme: Skills for Constructive Living
This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. Read More >
Positive Discipline in the Inclusive, Learning-Friendly Classroom–A Guide for Teachers and Teacher Educators
Positive Discipline in the Inclusive, Learning-Friendly Classroom–A Guide for Teachers and Teacher Educators
This guide for teachers and teacher educators enriches the UNESCO publication “Embracing Diversity: A Toolkit for Creating Inclusive, Learning-Friendly Environments” (ILFE Toolkit). It is a specialized booklet intended to help teachers, school administrators, and education officials to effectively manage students in the classroom by giving nonviolent ways to deal with behavioural challenges positively and pro-actively. Read More >
International Technical Guidance on Sexuality Education: An evidence-informed approach for schools, teachers and health educators
International Technical Guidance on Sexuality Education: An evidence-informed approach for schools, teachers and health educators

Based on a rigorous review of evidence on sexuality education programmes, this International Technical Guidance on Sexuality Education is aimed at education and health sector decision-makers and professionals. This document (Volume I ) focuses on the rationale for sexuality education and provides sound technical advice on characteristics of effective programmes. The International Technical Guidance is relevant not only to those countries most affected by AIDS, but also to those facing low prevalence and concentrated epidemics.

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Good Policy and Practice in HIV and Health Education: Education Sector Responses to Homophobic Bullying, Booklet 8
Good Policy and Practice in HIV and Health Education: Education Sector Responses to Homophobic Bullying, Booklet 8
This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. Read More >
Bullying targeting secondary school students who are or are perceived to be transgender or same-sex attracted: Types, prevalence, impact, motivation and preventive measures in 5 provinces of Thailand
Bullying targeting secondary school students who are or are perceived to be transgender or same-sex attracted: Types, prevalence, impact, motivation and preventive measures in 5 provinces of Thailand
The objectives of the study were as follows: to gather evidence on the nature, scale and impact of bullying targeting students who are or are perceived to be same-sex attracted or transgender, attending general secondary schools in 5 provinces of Thailand; to document the availability of existing prevention and support interventions on bullying targeting students who are or are perceived to be same-sex attracted or transgender, including accountability measures for those perpetrating bullying; and to assess the support and educational needs of same-sex attracted and transgender secondary school students; as well as the training needs of teachers in the area of effective bullying prevention. The findings of the research can be found in this report. Read More >
Effectiveness of a comprehensive sexual and gender-based violence prevention project for in-school girls in Swaziland
Effectiveness of a comprehensive sexual and gender-based violence prevention project for in-school girls in Swaziland
Swaziland is one of the sub-Saharan African countries affected by Sexual and Gender Based Violence (SGBV) and HIV and AIDS, with women facing greater risk compared to men. In response to increasing reports of violence against women and children in the country, the Swaziland Action Group Against Abuse (SWAGAA) launched a Girls’ Empowerment Clubs (GEC) program in primary and secondary schools in order prevent SGBV cases. Due to limitations of the program (such as being led by teachers and reliance on volunteers), an intervention study was carried out from 2012 to 2013 to test the effectiveness of an enhanced version, ‘GEC-Plus,’ that used a ‘Safe Spaces’ approach of building the girls’ social assets in order to mitigate SGBV. The overall goal of the project was to prevent SGBV and improve reporting of SGBV cases among in-school girls. The specific objective of the study was to assess the effectiveness of implementing the GEC-Plus project on SGBV knowledge, attitudes, and practices among in-school girls in Swaziland. This report summarizes the key results emerging from the study. Read More >
School Violence Association with Income and Neighborhood Safety in Brazil
School Violence Association with Income and Neighborhood Safety in Brazil
It is not entirely known if school location is an important variable influencing school interpersonal relationships in developing countries. Most studies on the subject usually have only students as informants, and do not analyze schools as a whole unit. This study compared school violence levels at three public schools in Brazil. The schools were located in contrasting neighborhoods in terms of safety and household income. Data included a questionnaire answered by a sample of 668 students and 80 school employees, and an analysis of police school violence records. Students' answers indicated that student victimization and perpetration were not different in School A (located in the poorest neighborhood with the highest homicide level) compared to School C (located in the wealthiest neighborhood with the lowest homicide level). However, employees' answers showed that School A had more student victimization than School B and School C. This result was also confirmed by police reports. Hypotheses for these discrepancies are discussed.
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Opening our Eyes: Addressing Gender-Based Violence in South African Schools – A Module for Educators
Opening our Eyes: Addressing Gender-Based Violence in South African Schools – A Module for Educators
This school-based manual is intended to assist teachers, parents and learners in reducing or eliminating such cases of discrimination and violence. It is a professional development tool that should be used by school management teams and by school governing bodies to understand the bases for such actions, and to develop strategies and approaches which can assist in managing such unacceptable behaviours. Read More >
The Campaign to Stop Violence in Schools: Third Progress Report
The Campaign to Stop Violence in Schools: Third Progress Report
Plan launched Learn Without Fear (LWF), the global campaign to end violence in schools, in October 2008. This summary sets out the cumulative achievements for the third year of the campaign, which was devised to focus on sexual violence, bullying and corporal punishment. Read More >
Changing the World: Youth Promoting Gender Equality
Changing the World: Youth Promoting Gender Equality
This manual helps young people to promote the idea that boys and girls have the same rights and it supports them to confront gender-based discrimination in schools. It also shows how to become a change agent for gender equality and offers ideas and techniques for motivating other young people to join the movement.
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Protecting school girls against sexual exploitation: A guardian programme in Mwanza, Tanzania
Protecting school girls against sexual exploitation: A guardian programme in Mwanza, Tanzania
This paper presents a study in 1996 of a guardian programme in primary schools in two districts in Mwanza region, Tanzania, whose aim was to protect adolescent girls against sexual exploitation, which is thought to be common within educational institutions in Africa. The guardians were women teachers whose role was to help in cases of sexual violence or harassment and act as counsellors on sexual health problems. Read More >
School-Related Gender Based Violence (SRGBV) in Lebanon
School-Related Gender Based Violence (SRGBV) in Lebanon
The current study was carried in order to investigate and understand the nature, extent and causes of SRGBV in schools and its effect on all school age students with particular attention to girls and their education attainment, with the overall aim of better understanding the phenomenon and identifying recommendations for addressing and preventing it at school and through education. Read More >
Researching gender violence in schools: Methodological and ethical considerations
Researching gender violence in schools: Methodological and ethical considerations

This paper examines a number of methodological and ethical issues around research with children, arising from a recent study of the abuse of adolescent girls in schools in three African countries. The research used open-ended interviews and participatory workshops exploring visual representations of school life to uncover incidents of sexual, physical, verbal, and psychological abuse. It found that abuse was perpetrated mainly, but not exclusively, against female pupils by male pupils, teachers, and other adults in the community. The paper examines some methodological issues in doing such research and also some of the ethical dilemmas faced by the researchers when girls revealed sexual abuse by teachers and other adults.

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An investigative study of the abuse of girls in African schools
An investigative study of the abuse of girls in African schools
This report presents the findings of an extension to an earlier research study carried out into the abuse of girls in junior secondary schools in Zimbabwe (Leach and Machakanja 2000). This earlier study found that girls were subjected on a routine basis to aggressive sexual advances from older male pupils and male teachers within the school and from ‘sugar daddies’ in the vicinity of the school, who prey on girls for sex in exchange for money or gifts. Other forms of abuse directed at both female and male pupils were verbal abuse (often with demeaning sexual connotations when directed at girls) and excessive corporal punishment, administered by female as well as male teachers. Read More >
Teachers and School Violence: A Comparative Study of Danish, American and Polish Phenomena
Teachers and School Violence: A Comparative Study of Danish, American and Polish Phenomena
The goal of this paper is to examine consequences of diversity in understanding of school violence from country to country. After a short description of each case some questions about its consequences and specific group interests will be raised. From the given examples it might be concluded that the will to bring opinions to the public depends on the shape of the state. Teachers, as well as all other workers, must feel socially secure if we want them to represent a democratic approach towards their work. Read More >
We Want to Learn About Good Love: Findings from a Qualitative Study Assessing the Links Between Comprehensive Sexuality Education and Violence Against Women and Girls
We Want to Learn About Good Love: Findings from a Qualitative Study Assessing the Links Between Comprehensive Sexuality Education and Violence Against Women and Girls
Drawing on global evidence on comprehensive sexuality education (CSE) interventions and primary and secondary research in Cambodia and Uganda, this report explores the extent to which CSE may be a key mechanism to promote gender equality, shift harmful social norms and prevent VAWG. Read More >
What works to prevent violence against women and girls? Evidence Review of interventions to prevent violence against women and girls
What works to prevent violence against women and girls? Evidence Review of interventions to prevent violence against women and girls
This paper examines interventions that seek to specifically reduce different types of violence against women and girls as an outcome, and those that target key risk factors for violence perpetration and experiences. It is not an exhaustive list of interventions, but focuses on the most common and promising intervention areas, grouped by entry points or platforms.   Read More >
Stop the Abuse: Combating Gender Violence in Schools
Stop the Abuse: Combating Gender Violence in Schools
In this issue, FAWE News explores the theme of gender violence and its impact on girls’ education. FAWE’s major frontlines in response to the problem of gender violence towards girls are revisited to indicate how the problem is being tackled. This issue looks at violence through primary and secondary manifestations such as substance abuse, HIV/AIDS, FGM and street girls, among others, and highlights FAWE’s best practices to counter these problems. HIV/AIDS, for example, is re-examined both as a cause and a consequence of gender violence Read More >
Bullying Perpetration and Subsequent Sexual Violence Perpetration Among Middle School Students
Bullying Perpetration and Subsequent Sexual Violence Perpetration Among Middle School Students

This study examines the association between bullying experiences and sexual violence (SV) perpetration among a sample of middle school students (n = 1391; males and females in grades 5–8) across five middle schools in a Midwestern state.

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Building a Gender Friendly School Environment: A toolkit for educators and their unions
Building a Gender Friendly School Environment: A toolkit for educators and their unions
The main focus of the kit is a set of tools to help educators and unions to conduct activities which promote gender safety, equity and equality and provide background information on actions already taken. The kit’s materials provide a forum for discussion about how gender roles can influence health and livelihood. Read More >
From Incident to Conviction: The Road to Justice
From Incident to Conviction: The Road to Justice
This study was carried out to facilitate Concern Worldwide’s education programme in strengthening referral pathways for reporting and responding to GBV. This study will thus hopefully start the process of collecting statistics about GBV referral pathways and the service providers that are used when an incident occurs. Read More >
The Safe Schools Program: Jamaica Assessment Report
The Safe Schools Program: Jamaica Assessment Report
The purpose of the Safe Schools Program is to create gender safe environments for all girls and boys that promote gender-equitable relationships and reduce SRGBV, resulting in improved educational outcomes and reduced negative health outcomes. Read More >
Gender differences in the assessment, stability, and correlates to bullying roles in middle school children
Gender differences in the assessment, stability, and correlates to bullying roles in middle school children

The current study investigated bullying behaviors in 284 school children in the fourth through seventh grades at the time of the initial assessment. Peer ratings of bullying behavior were obtained at the end of the spring semester of one school year and at the end of the fall semester of the next school year. Importantly, peer ratings were obtained by assessing not only the level at which participants actually bully other students but also whether participants help bullies to hurt the victim (assister), encourage bullies (reinforce), or help the victim of bullying (defender). Our results did not support the utility of differentiating between bullies, assisters, or reinforcers. Finally, whereas bullying appeared to be very similar in boys and girls, it was somewhat more stable across school years and was related to lower levels of prosocial behavior in boys, both of which could suggest that bullying may be somewhat more related to social group dynamics in girls.

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Teacher identities and empowerment of girls against sexual violence
Teacher identities and empowerment of girls against sexual violence
Exploring teachers’ gendered lives and how these influence teacher-learner relationships and pedagogical practices offers valuable insights into the broader understandings of how schools could play a meaningful role in empowering not only girls, but all children and young people in establishing violent-free relationships within and outside formal educational environments. Read More >
Safe and strong schools: Supporting schools in Papua, Indonesia in their efforts to reduce violence
Safe and strong schools: Supporting schools in Papua, Indonesia in their efforts to reduce violence

This paper reports on a research and development project in Papua Province, Indonesia, which aims to introduce primary and secondary school teachers to positive discipline techniques in a context in which corporal punishment is widely used. This report provides an overview of the Safe and Strong Schools program, including an explanation of the educational approach and initial outcomes of the training and pilot experience.

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Making Schools a Safe Horizon for Girls: A Training Manual on Preventing Sexual Violence against Girls in Schools
Making Schools a Safe Horizon for Girls: A Training Manual on Preventing Sexual Violence against Girls in Schools
This training manual on preventing sexual violence against girls in schools is further intended to strengthen the efforts made in fighting all forms of sexual violation within schools. The manual will be vital in building the capacity of the teachers to handle cases of sexual violation through professionally identifying, counseling, and reporting cases without violating the privacy of the child. The manual will be a useful guide for teachers, education officials, inspectors and even parents in handling cases of sexual violation. Read More >
16 Days of Activism Against Gender Based Violence 2015
16 Days of Activism Against Gender Based Violence 2015
When schools are free from gender based violence, there are positive ripple effects beyond the classroom, including a transformation of traditional gender narratives and changes in the way girls and boys see and engage with the world around them.

This Call to Action Titled '16 Steps to End Gender-Based Violence in Schools' is a useful advocacy tool for partners working against SRGBV. Accompanying the resource is a recap of the 2015 '16 Days' Campaign and blog series hosted by UNGEI and the SRGBV Working Group. 

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'Connect with Respect: Preventing gender-based violence in schools', a new curriculum tool
“Connect with Respect” includes a learning tool for teachers to build their own knowledge and awareness on related topics, as well as more than 30 learning activities teachers can use to increase knowledge, positive attitudes, and skills among students.  Read More >
A Framework to Underpin Action to Prevent Violence Against Women
A Framework to Underpin Action to Prevent Violence Against Women
UN Women, 2015

The focus of this framework is prevention: the steps that, through concerted action, we can take to tackle the underlying structures that still permit early marriage, female genital mutilation, the turning of a blind eye to domestic violence, the impunity of rapists, the vulnerability of a teenager reading abusive texts in her bedroom, the discriminatory and hostile attitude of service providers, including in police stations or courtrooms to women’s testimony of violence experienced.

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A Mountain to Climb - Gender-Based Violence and Girls’ Right to Education in Sierra Leone
A Mountain to Climb - Gender-Based Violence and Girls’ Right to Education in Sierra Leone
Defence for Children International, 2015

The right to education is regarded as universal and inviolable, yet all over the world children, especially girls, continue to be denied their right to a quality schooling. In Sierra Leone, a gender gap in education persists, particularly from secondary school onwards where lower levels of female participation are recorded, due in part to forms of violence and discrimination directed against girls.

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Literature Review: The Role of Teachers in Peacebuilding
Literature Review: The Role of Teachers in Peacebuilding
Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam, Centre for International Education, University of Sussex, UNESCO Centre at Ulster University, 2015 

In the context of debates around teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation recognising that literature specifically relating to teachers and peacebuilding was limited.

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Lancet Series: Violence against women and girls
Lancet Series: Violence against women and girls
Lancet, 2014

The Lancet Series on Violence against women and girls shows that such abuse is preventable. Five papers cover the evidence base for interventions, discuss the vital role of the health sector in care and prevention, show the need for men and women to be involved in effective programmes, provide practical lessons from experience in countries, and present a call for action with five key recommendations and indicators to track progress.

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US AID Fact Sheet: What is the Cost of School-Related Gender-Based Violence?
US AID Fact Sheet: What is the Cost of School-Related Gender-Based Violence?
USAID, 2015

One important aspect of education quality is the learning environment, which far too often in both developed and developing countries is characterized by widespread school-related gender-based violence (SRGBV). Research has shown that SRGBV not only affects students’ psychological well-being but is also related to low enrollment and attendance, high dropout rates, and lower achievement1, and thus poses not only a human rights but also an important economic problem for education systems. But how much does SRGBV actually cost?

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Beyond Access:Toolkit for Integrating Gender-based Violence Prevention and Response into Education Projects
Beyond Access:Toolkit for Integrating Gender-based Violence Prevention and Response into Education Projects
USAID, 2015

Although it can be read from “top to bottom,” this toolkit was designed as a guide for technical and program officers working on USAID education to integrate gender-based violence (GBV) prevention and response throughout the USAID Program Cycle. As such, each Part and sub-part can be used individually.

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Transformative Resilience Guide: Gender, Violence, and Education
Transformative Resilience Guide: Gender, Violence, and Education
World Bank, 2015

Resilience is an increasingly cited objective within the field of international development education and humanitarian response. But what does it mean to take a resilience approach and how does it relate to transformation of gender-based violence?

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Scattered Dreams Broken Promises: An Assessment of the links between girls
Scattered Dreams Broken Promises: An Assessment of the links between girls' empowerment and gender based violence in the Kyaka II Refugee settlement, Uganda
Women's Refugee Commission, 2015

This report explores the protection and empowerment needs of, and opportunities for, refugee adolescent girls in Kyaka II as identified by girls themselves. It outlines learnings existing programs that support refugee girls’ protection and empowerment. Finally, it identifies organizations that may be interested in piloting a program at Kyaka II focused on enhancing girls’ safety.

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UNESCO HIV and Health Education Thematic Brief 1/2015
UNESCO HIV and Health Education Thematic Brief 1/2015
UNESCO, 2015

School-related gender-based violence (SRGBV) is defined as acts or threats of sexual, physical or psychological violence occurring in or around schools and educational settings as a result of gender norms and unequal power dynamics between genders. It includes acts of bullying, sexual or verbal harassment, physical violence, corporal punishment, non-consensual touching, rape and assault and structural violence amongst others.

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Violence Against Women and Girls: An Education Sector Brief
Violence Against Women and Girls: An Education Sector Brief
The World Bank, The Global Women's Institute (GWU), IDB, 2015 

Experiencing violence in schools can negatively impact girls’ enrollment as well as the quality of the education they receive. Evidence suggests that sexual harassment is widespread in educational settings in many parts of the world. For example, one study in Brazil found that 8% of students from 5th to 8th grade had witnessed sexual violence within the school environment.

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Engendering Men - A Collaborative Review of Evidence on Men and Boys in Social Change and Gender Equality
Engendering Men - A Collaborative Review of Evidence on Men and Boys in Social Change and Gender Equality
Institute of Development Studies, Promundo, Sonke Gender Justice, 2015

‘Engendering Men: Evidence on Routes to Gender Equality’ (EMERGE) is a two-year project to build an open repository of accessible evidence and lessons for working with boys and men to promote gender equality.

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Standing with Women and Girls to End Violence
Standing with Women and Girls to End Violence
Action Aid, 2015

After decades of international agreements and commitments, violence against women and girls(VAWG) remains a daily reality everywhere in the world. Women and girls face the possibility of violence in the home, on the street, at school and at work. For many, violence and poverty reinforce each other, undermining women’s potential to realise economic opportunities. Courageous women and girls speak out and demand change, sometimes risking their lives in doing so.

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DFID GUIDANCE NOTE: PART B - Addressing Violence against Women and Girls in Education Programming
DFID GUIDANCE NOTE: PART B - Addressing Violence against Women and Girls in Education Programming
DFID, 2014

Violence against women and girls (VAWG) is the most widespread form of abuse worldwide, affecting one third of all women in their lifetime. VAWG limits progress towards the Millennium Development Goals (MDGs), violates women and girls’ human rights and can have a negative impact on long-term peace and stability. In line with its international and national commitments, preventing VAWG is a top priority for the UK Government and DFID’s Ministerial team.

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DFID GUIDANCE NOTE: PART A - Addressing Violence against Women and Girls in Education Programming
DFID GUIDANCE NOTE: PART A - Addressing Violence against Women and Girls in Education Programming
DFID, 2014

Violence against women and girls (VAWG) is the most widespread form of abuse worldwide, affecting one third of all women in their lifetime. VAWG limits progress towards the Millennium Development Goals (MDGs), violates women and girls’ human rights and can have a negative impact on long-term peace and stability. In line with its international and national commitments, preventing VAWG is a top priority for the UK Government and DFID’s Ministerial team.

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Violences de Genre en Milieu Scolaire
Violences de Genre en Milieu Scolaire
Genre en Action, 2015

Vadémécum sur la recherché au sujet des violences de genre en milieu scolaire (VGMS) en Afrique: mesurer, comprendre, rendre visible.

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Lessons Learned from Selected National Initiatives to End Child Marriage
Lessons Learned from Selected National Initiatives to End Child Marriage
Girls Not Brides, July 2015

The report explores what lessons can be drawn from the increasing number of national strategies, action plans, and country-wide initiatives to address child marriage around the world. It focuses on experiences from Egypt, Ethiopia, Nepal and Zambia, and looks at recommendations Girls Not Brides members can consider making about the development and content of national strategies in different countries.

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2015 Theme Announcement: 16 days of activism against gender-based violence
2015 Theme Announcement: 16 days of activism against gender-based violence
Center for Women’s Global Leadership - Rutgers University, 2015

The year 2015 marks the 24th year of the 16 Days of Activism Against Gender-Based Violence Campaign, initiated in 1991 and coordinated by the Center for Women’s Global Leadership (CWGL). Participation in the Campaign has seen over 5,478 organizations, policymakers, governments, UN agencies and countless individuals from over 180 countries worldwide.

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Violence against women and girls (VAWG)
Violence against women and girls (VAWG)
Global Women’s Institute (GWI) at George Washington University, Inter-American Development Bank (IDB), World Bank Group, 2014

Violence against women and girls (VAWG) is one of the most oppressive forms of gender inequality and stands as a fundamental barrier to equal participation of women and men in social, economic, and political spheres. Such violence impedes gender equality and the achievement of a range of development outcomes.

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Violence prevention, the evidence: Promoting gender equality to prevent violence against women
Violence prevention, the evidence: Promoting gender equality to prevent violence against women
WHO, 2015

School initiatives are well placed to prevent violence against women. School-based programmes can address gender norms and attitudes before they become deeply ingrained in children and youth. Such initiatives address gender norms, dating violence and sexual abuse among teenagers and young adults.

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Addressing early marriage and adolescent pregnancy as a barrier to gender parity and equality in education
Addressing early marriage and adolescent pregnancy as a barrier to gender parity and equality in education
EFA GMR, 2015

Girls’ success in school – and after leaving school – is determined in part by characteristics of and factors in her household and community. Many policies and programs are based on an assumption that continued progress toward gender equality in education is hampered by early marriage and adolescent pregnancy.

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Gender-based Violence in Education
Gender-based Violence in Education
EFA GMR, 2015

This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. It traces remarkable progress in research, policy and programmes, particularly since the mid-2000s when evidence around the globe exposed high levels of many forms of violence.

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The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda
The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda
Lancet, 2015

Violence against children from school staff is widespread in various settings, but few interventions address this. This study tested whether the Good School Toolkit—a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices—could reduce physical violence from school staff to Ugandan primary school children.

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Toolkit and Analysis of Legislation and Public Policies to Protect Children and Adolescents from all Forms of Violence in Schools
Toolkit and Analysis of Legislation and Public Policies to Protect Children and Adolescents from all Forms of Violence in Schools
Plan International, UNICEF, 2015

The countries of Latin America and the Caribbean have made important strides in improving access to education for boys, girls and adolescents. However, in spite of multiple efforts to improve the quality of education, school-based violence has not been eradicated in the region.

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Evidence Brief: School-based Interventions to Prevent Violence Against Women and Girls
Evidence Brief: School-based Interventions to Prevent Violence Against Women and Girls
The Global Women's Institute - George Washington University, 2015

The objective of this brief is to provide a concise overview of select school-based interventions that aim to prevent violence against women and girls or improve knowledge and attitudes that perpetuate violence against women and girls.

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Exploring the Potential for Changing Gender Norms Among Cricket Coaches and Athletes in India
Exploring the Potential for Changing Gender Norms Among Cricket Coaches and Athletes in India
ICRW India, 2014

This study explored gender norms with cricket coaches and athletes in India to adapt a coach-delivered gender violence prevention program from the United States for the urban Indian context.

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The Good School Toolkit
The Good School Toolkit
Raising Voices Uganda, 2015

The Good School Toolkit is a methodology created to help educators and students explore what makes a healthy, vibrant, and positive school and guide them through a process to create their vision.

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School-related gender-based violence is preventing the achievement of quality education for all
School-related gender-based violence is preventing the achievement of quality education for all
EFA GMR, UNESCO, UNGEI, 2015

This policy paper argues that school-related gender-based violence (SRGBV) is a global concern preventing children, especially girls, exercising their right to a safe, inclusive and quality education. The paper calls for a systematic and harmonized approach to identify, monitor and understand SRGBV, as well as strong policy interventions to develop targeted solutions to address the problem effectively. The paper was jointly released by the Education for All Global Monitoring Report (GMR), UNESCO and the United Nations Girls’ Education Initiative (UNGEI) at the 59th session of the Commission on the Status of Women in New York City (March 2015).

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Background Paper on Attacks Against Girls Seeking to Access Education
Background Paper on Attacks Against Girls Seeking to Access Education
UN Office of the High Commissioner for Human Rights Read More >
Releasing Children
Releasing Children's Potential and Minimizing Risks: ICTS, the Internet and Violence against Children
Office of the Special Representative of the Secretary-General on Violence against Children Read More >
Tackling Violence in Schools: A Global Perspective Bridging the Gap between Standards and Practice
Tackling Violence in Schools: A Global Perspective Bridging the Gap between Standards and Practice
Office of the Special Representative of the Secretary General on Violence against Children Read More >
Too Often in Silence: A Report on School-based Violence in West and Central Africa
Too Often in Silence: A Report on School-based Violence in West and Central Africa
UNICEF, Plan West Africa, Save the Children Sweden West Africa and ActionAid Read More >
National Strategy for Girls
National Strategy for Girls' Education (NSGE) in Uganda
Ministry of Education and Sports (MoES)  Read More >
Gender-based Violence at School in French-speaking sub-Saharan Africa
Gender-based Violence at School in French-speaking sub-Saharan Africa
Directorate-General of Global Affairs, Development and Partnerships | French Ministry of Foreign Affairs Read More >
Passing the Test: The Real Cost of Being a Student
Passing the Test: The Real Cost of Being a Student
IBIS, Concern Worldwide, Norwegian Refugee Council and Save the Children Read More >
The Code of Conduct for Teachers and Other Education Personnel in Sierra Leone
The Code of Conduct for Teachers and Other Education Personnel in Sierra Leone
United Nations Population Fund (UNFPA), United Nations Children's Fund (UNICEF), Save the Children UK, Action Aid International, Anti Corruption Commission (ACC), International Rescue Committee (IRC) and the Ministry of Education, Youth and Sports (MEYS) Read More >
Promising Practice in School-Related Gender-Based Violence (SRGBV) Prevention and Response Programming Globally
Promising Practice in School-Related Gender-Based Violence (SRGBV) Prevention and Response Programming Globally
Concern Worldwide, Irish Aid Department of Foreign Affairs and University of Sussex Centre for International Education Read More >
Infographic: Invest in Girls' Education
Women Deliver, UNICEF, Every Woman Every Child  Read More >
Gender-based Violence in Schools in Francophone Sub-Saharan Africa (Available only in French)
Gender-based Violence in Schools in Francophone Sub-Saharan Africa (Available only in French)
Direction générale de la mondialisation, du développement et des partenariats (General Director of Globalization, Development and Partnerships of France) Read More >
Stop Violence Against Girls in School
Stop Violence Against Girls in School
2011

ActionAid International, Read More >
Girl-Centered Program Design
Girl-Centered Program Design
2011

Population Council

Read More >
Girls Speak: A NEW VOICE IN GLOBAL DEVELOPMENT
Girls Speak: A NEW VOICE IN GLOBAL DEVELOPMENT
2010

International Center for Research on Women (ICRW)

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A Study on violence against girls
A Study on violence against girls
2009

UNICEF Innocenti Research Centre

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Transforming Policy and Practice for Gender in Education (2008)
Transforming Policy and Practice for Gender in Education (2008)
A Gender Review of the 2009 EFA Global Monitoring Report Read More >
Equals 22: October 2008 (2008)
Equals 22: October 2008 (2008)
Newsletter for Beyond Access: Gender, Education and Development Read More >
Learn without fear report (2008)
Learn without fear report (2008)
Learn without fear – and this report – focuses on the 66 countries in which Plan operates, but aims to impact on the lives of children beyond Plan’s direct reach. Read More >
A Study on Violence against Girls in Primary Schools and Its Impacts on Girls’ Education in Ethiopia (2008)
A Study on Violence against Girls in Primary Schools and Its Impacts on Girls’ Education in Ethiopia (2008)
The UN Convention on the Rights of the Child (CRC), the African Charter on the Rights and Welfare of the Child and the Ethiopian Constitution proclaim that children are to be protected from any kind of harm, violence or abuse. Despite the legal provisions and efforts to reduce and eliminate violence against children, particularly girls, violence and abuse seem to be widespread in Ethiopia - taking place at home, in schools, and in the community at large. Read More >
Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
Developed in partnership with the IASC Education Cluster, the INEE Minimum Standards Toolkit responds to the growing need for tools to guide humanitarian aid workers, government officials and educationalists in the implementation of the INEE Minimum Standards. Read More >
Forced marriage of the girl child (2008)
Forced marriage of the girl child (2008)
Report by the UN Commission on the Status of Women Read More >
A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi (2008)
A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi (2008)
The Safe Schools Program has just released A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi which summarizes the results of a participatory learning and action (PLA) research activity conducted in Malawi’s Machinga District to help raise awareness, involvement, and accountability at national, institutional, community and individual levels of school-related gender-based violence. Read More >
Student and Teacher Baseline Report on School-Related Gender-Based Violence in Machinga District, Malawi (december 2007)
Student and Teacher Baseline Report on School-Related Gender-Based Violence in Machinga District, Malawi (december 2007)
The Safe Schools Program has just released the Student and Teacher Baseline Report on School-Related Gender-Based Violence in Machinga District, Malawi which details the methodology, population characteristics, and results of a recently conducted survey on gender-based physical, psychological and sexual violence at schools including in the classroom and on the school grounds as well as going to and from school. Read More >
Report of the Special Representative of the Secretary-General for Children and Armed Conflict (2007)
Report of the Special Representative of the Secretary-General for Children and Armed Conflict (2007)
Report - 10 year strategic review of Graça Machel's 1996 study on children in armed conflict Read More >
Gender and Indicators, 2007
Gender and Indicators, 2007
This document provides an overview of the panel presentations and discussion points. Read More >
Towards Equal Opportunities for All: Empowering girls through partnerships in education (2007)
Towards Equal Opportunities for All: Empowering girls through partnerships in education (2007)
The document introduces seven good practice case studies from East Asia on programmes addressing the educational needs of girls, particularly those who are marginalized for economic, cultural, social or other reasons. Read More >
It
It's time to listen to us! (2007)
Working document - youth response to the Report of the Expert Group Meeting on the elimination of all forms of discrimination and violence against the girl child Read More >
Rapid Assessment of Learning Spaces in Southern Sudan (2006)
Rapid Assessment of Learning Spaces in Southern Sudan (2006)
Report on the result of the Rapid Assessment of Learning Spaces (RALS) exercise in Southern Sudan, done in collaboration between the Ministry of Education, Science and Technology (MoEST) of the Government of Southern Sudan and UNICEF. Read More >
UN Secretary-General
UN Secretary-General's study on violence against women (2006)
An in-depth study on all forms of violence against women.
Read More >
Girls, Women and HIV/AIDS in Eastern Africa  (2006)
Girls, Women and HIV/AIDS in Eastern Africa (2006)
A desk review based on studying available literature on girls, women and HIV/AIDS in Eastern Africa. Read More >
Promoting women
Promoting women's rights through Sharia in Northern Nigeria (2006)
This report is part of a project that seeks to promote respect for the rights of Muslim women in Northern Nigeria through Sharia. Read More >
Equals: Issue 16, January-March 2006 (2005)
Equals: Issue 16, January-March 2006 (2005)
Newsletter for Beyond Access: Gender, Education and Development Read More >
State of World Population 2005
State of World Population 2005
The Promise of Equality: Gender Equity, Reproductive Health and the Millennium Development Goals Read More >
Creating an Enabling Environment for the Advancement of Women and Girls (2006)
Creating an Enabling Environment for the Advancement of Women and Girls (2006)
A Briefing Paper to the United Nations Commission on the Status of Women at its 50th Session Read More >

 

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