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Addressing School-Related Gender-Based Violence in Côte d’Ivoire, Togo, Zambia and Ethiopia: A Cross-country Report

Parkes, JLN; Johnson Ross, F; Heslop, J; Westerveld, R; Unterhalter, E; (2017) Addressing School-Related Gender-Based Violence in Côte d’Ivoire, Togo, Zambia and Ethiopia: A Cross-country Report. UNICEF: New York, NY, USA. Green open access

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Abstract

This report synthesises findings from four scoping studies of policy, practice and evidence on school-related gender-based violence (SRGBV) in Zambia, Togo, Ethiopia and Côte d’Ivoire carried out in 2016-2017.This work forms part of End Gender Violence in Schools (EGVS), an initiative led by UNICEF, with support from Global Partnership for Education (GPE) and UNGEI, which aims to strengthen the production and use of high quality evidence in order to build effective approaches to address SRGBV. Data were collected through stakeholder interviews, workshops and analyses of research, policy and programme texts. The research design offers a valuable framework through which to evaluate and strengthen national action on SRGBV through collecting evidence on: prevalence and patterns of SRGBV; laws, policies and plans; structures and partnerships; responses in and around schools; prevention through teaching and learning; and systems for data collection.Overall, these findings point to the need for using an evidence-based, multi-dimensional approach when analysing, developing and enacting policy and practice on SRGBV. The analysis generates an Action Map on SRGBV through legislation, policy and structures; work in schools; and through partnerships and communities.

Type: Report
Title: Addressing School-Related Gender-Based Violence in Côte d’Ivoire, Togo, Zambia and Ethiopia: A Cross-country Report
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: gender, violence, Africa
UCL classification: UCL > School of Education
UCL > School of Education > UCL Institute of Education
UCL > School of Education > UCL Institute of Education > IOE - Education, Practice & Society
URI: http://discovery.ucl.ac.uk/id/eprint/10027909
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