Gender-Based Violence In Selected Public Universities In Kenya

Prevalence Of Gender-Based Violence In Selected Public Universities In Kenya

OCTOBER 31, 2020

Report prepared for Akili Dada by The Africa Centre For Gender, Social Research And Impact Assessment

Gender violence is defined as a harmful act directed at an individual based on his or her sex, usually intended to reinforce related hierarchies and perpetuate inequalities (Benjamin and Murchison, 2004)

Prevalence Of Gender-Based Violence In Selected Public Universities In Kenya OCTOBER 31, 2020 Report prepared for Akili Dada by The Africa Centre For Gender, Social Research And Impact Assessment

Contents 1 Introduction

0

1.1 Background

0

1.2

2

Why this study?

2 Objectives of the study

2

3 Overall Research Design

4

3.1

Data collection and analysis

4

3.2

Components of the research

5

3.2.1

Student Survey

5

3.2.2

Document Review

6

3.2.3

Key Informant Interviews

7

4 Results

8

4.1

Description of sites and respondents

8

4.1.1

Description of case study universities

8

4.1.2

Description of respondents

8

4.2

Knowledge and attitudes towards GBV

9

4.2.1

Student perceptions of GBV

9

4.2.2

Knowledge of gender-based violence

11

4.2.3

Perceptions of frequency and location of gender-based violence

13

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4.2.4

Student views on causes of gender-based violence

14

4.3

Students’ experiences with GBV

17

4.4

Awareness of policies to prevent and address GBV

23

4.5

Adequacy of policies and regulations for addressing GBV

25

4.5.1

Pwani University

25

4.5.2

Maseno University

26

4.5.3

University of Eldoret

27

4.6

Recommendations for improving prevention of GBV

29

5 Key gaps in preventing and addressing GBV

30

6 Conclusions

31

7 Key recommendations

33

8 References

34

List of Tables Table 1: Key areas of inquiry for student survey

5

Table 2: Key areas of inquiry for document review

6

Table 3: Key areas of inquiry for key informant interviews

7

Table 4: Student demographics

9

Table 5: Students perceptions of GBV

9

Table 6: What students consider as GBV

12

Table 7: Most commonly mentioned causes of GBV

15

Table 8: Student perceptions of what victims of GBV should do

16

Table 9: Student recommendations for improving the prevention of GBV

29

Table 10: Main ways students would like to report GBV when it occurs

30

List of Figures Figure 1: Male and female students’ perceptions of GBV

11

Figure 2: Gender differences in what students consider as GBV

13

Figure 3: Gender differences of perceptions of how common GBV is

14

Figure 4: Gender differences in causes of GBV as mentioned by students

15

Figure 5: Student perceptions on main perpetrators of GBV

16

Figure 6: Gender differences in types of GBV experienced by students

18

Figure 7: Forms of GBV reported in Pwani University, 2017–2019

19

Figure 8: Forms of GBV reported in University of Eldoret, 2017–2020

20

Figure 9: Prevalence of GBV by university

20

Figure 10: Main perpetrators of GBV as reported by students

21

Figure 11: Actions taken by students after experience of GBV

22

Figure 12: Awareness by students of policies and regulations to address and report GBV 24 Figure 13: Proportion of students who feel measures to address GBV are not adequate 25

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1. Introduction 1.1 Background Gender Based Violence (GBV) is defined as a harmful act directed at an individual based on his or her sex, usually intended to reinforce related hierarchies and perpetuate inequalities (Benjamin and Murchison, 2004). It is a public problem associated with long-term social, physical and mental consequences (Mash and Terdal, 1997; Campbel et al., 2002; Black et al., 2009). Gender-based violence (GBV) is violence that is directed against a person based on socially ascribed differences between males and females. The Inter-Agency Standing Committee (IASC) 2015 Guidelines for Integrating GBV Intervention in Humanitarian Actions defines GBV as any harmful act that is perpetrated against a person’s will and that is based on socially ascribed (i.e. gender) differences between females and males. It includes acts that inflict physical, sexual or mental harm or suffering, threats of such acts, coercion, and other deprivations of liberty. These harmful acts can occur in public and in private.

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According to the Kenya Domestic Household Survey (KDHS) 2014, 38% of women aged 15–49 reported physical violence and 14% reported having experienced sexual violence. Statistics indicate that in 2013, the Kenya Police Service received 3,596 defilement cases, 913 of rape, 242 of incest and 124 of sodomy. However, the KDHS Health report cites 5,143 cases of GBV from 131 sites across the country. Out of these, the most affected are girls aged between 12–17, representing 41% of survivors, followed by women aged 18–49 who make up 32%.

According to the Kenya Domestic Household Survey (KDHS) 2014,

38%

of women aged 15–49 reported physical violence and 14 percent reported having experienced sexual violence.

The KDHS Health report cites 5,143 cases of GBV from 131 sites across the country.

Out of these, the most affected are girls aged between 12–17, representing

41%

of survivors,

followed by women aged 18–49 who make up 32%

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At a policy level, several Acts promote the principles of gender perspectives key in the prevention of GBV; these include the Sexual Offences Act (2006). This Act protects women and men from abuse, violence, and general injustice meted out on them because of their gender. The Prohibition of Female Genital Mutilation(FGM) FGM Act (2011) not only criminalizes FGM for underage girls but for everyone in a bid to tackle social pressure. It also banned the stigmatization of women who had not undergone FGM. On the same note, the Protection Against Domestic Violence Act (2014) protects victims of domestic violence by empowering the court to grant a protection order and for other related matters.

The National Policy on GBV aims at accelerating efforts towards the elimination of all forms of GBV in Kenya. It seeks to ensure a coordinated approach to addressing GBV in all levels of governance, aiming to enhance enforcement of laws and policies towards GBV prevention and response in ministries and institutions of learning. The goal is to increase access to quality and comprehensive support services across sectors and improved sustainability of GBV prevention and response interventions. For example, GBV cases related to sexual offences are enshrined in the Sexual Offences Act, 2006, which states that sexual harassment is a violation of human rights and lays ground for prosecution in a court of law.

A growing body of research suggests that experiences of sexual harassment and violence are widespread in university communities (Phipps and Young, 2013).

Recent research also suggests that institutional knowledge and action to tackle sexual harassment and violence (often described as ‘lad culture’) is sparse, with most university-led initiatives adopting a reactive and, often, punitive approach (Jackson and Sundaram, 2015).

The Kenya Demographic Health Survey only collects data on domestic violence; that is, violence meted against ever-married women and men (KNBS, 2015). The data is usually collected in confidence within the confines of the victims’ households, and if privacy cannot be ensured then the interview in most cases is avoided (KNBS, 2015). According to KDHS (2014), on average 35.54% of those interviewed reported experiencing GBV at one time in their life. From literature, the data is usually restricted to household level and so it is glaring that institutional GBV data is never captured during such KDHS data collection cycles, hence the nature of GBV in institutions of higher learning such as universities is uncertain and the effectiveness of institutional frameworks to curb GBV in universities in Kenya is never evaluated and is consequently unknown. Additionally, the challenges facing the institutional frameworks to curb GBV in universities in Kenya are not clear.

Research on GBV in higher learning educational institutions should be conducted and reported routinely, owing to the category of young adults who are involved or who are victims. This is due to the fact that men and women constitute as the majority of higher learning institutions’ population, who are entering a critical stage in life, that grants them the freedom they never had under the watchful and

restrictive eye of their parents and secondary educators.

Many Kenyan universities have codes of conduct that govern how students relate to each other and the offences that would amount to gender-based violence. The Employment Code of Conduct and Ethics in most universities highlights the issues of sexual harassment and abuse. They give guidelines and general rules of conduct to be observed by University employees to maintain and uphold the dignity of the University office to which they have been appointed.

Most universities have however adopted specific policies and procedures to address GBV. Many universities have frameworks in place, but they admit that they are not effective. For instance, although many universities documents outline the regulations governing the conduct of members of the University community, documents lack depth for dealing with SGBV. As a result, many cases of the vice have not been reported and even when they are, the perpetrators have not been dealt with effectively.

Cases of victim blaming especially when GBV is reported has further hampered addressing of GBV both in public and even in institutions of higher learning.

1.2 Why this study?

While there is a lot of anecdotal evidence, the prevalence of different types of gender-based violence in institutions of higher learning beyond what is reported by the media is missing. And while the causes of GBV are multi-dimensional, the causes of the rising trend in universities have not been established. Research has also focused on the victims or survivors of GBV without a clear picture of the perceptions and prevailing attitudes towards gender-based violence among young men as well as women. It is evident that there might be predisposing factors to GBV, for example poverty, issues of mental health, alcohol and drugs, that are not clearly understood.

International literature documented by the World Health Organization (WHO) indicates that harmful social practices and a lack of effective policies and structures to prevent and respond to GBV have exacerbated the issues. In universities where GBV policies exist, the policies are not always up to date with current legislation and best practice. Further, these polices are often not comprehensive and/or are poorly implemented and consequently do not effectively address GBV on campus.

In addition, these policies are often unclear and not easily accessible to the general campus community. Cases of victim blaming especially when GBV is reported has further hampered addressing of GBV both in public and even in institutions of higher learning. Whether students and university administrators view the mechanisms for preventing and addressing GBV as adequate, what they see as the shortcomings and how these can be improved are key gaps in data and evidence.

This study seeks to address these key research gaps using three institutions of higher learning in Kenya: Pwani University, Maseno University and University of Eldoret.

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2. Objectives of the study The objective of the research is to inform policy decision on prevention and response to GBV in public universities in Kenya. The achievement of this objective was hinged on three preconditions: (i) one that the prevalence of the problem, when and where it occurs, to whom it occurs and who the perpetrators are is known, (ii) that there are mechanisms or intensions to address GBV that can be analysed, gaps identified and recommendations to address those gaps made, and (iii) that there is political will on the part of the university administration to apply measures to both prevent and address GBV when it occurs.

This then becomes the basis for the three components of the research described below: primary data collection, policy and document review, and policy recommendations and feedback to university administration.

There have been reports in the electronic and print media on the existence of “Sexually Transmitted Grades” in public universities.

Such reports reveal the existence of relationships between male lecturers and female students.

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The project had four specific objectives.

Objective 1: Determine the causes and forms of gender-based violence in public universities in Kenya The focus of this objective was on determining the causes and forms of GBV and their prevalence. This however goes beyond documenting prevalence of different forms of GBV to understanding the knowledge and attitudes towards GBV for young men and women, incidence and prevalence for both men and women. The objective also documents the main perpetrators, etc. There have been reports in the electronic and print media on the existence of “Sexually Transmitted Grades” in public universities. Such reports reveal the existence of relationships between male lecturers and female students. Various categories of persons have been identified as harassers including students, teaching and non-teaching staff and visitors. The research also focused on young men both as perpetrators and victims, to understand the main causes and drivers.

Objective 2: Document the number of reported cases on gender-based violence in the three partner universities in the last three years (2018–2020) This involved a document review and interviews with key informant interviews with university administration including Deans of Student Affairs, Gender Departments and other relevant offices of reported cases, cases that have been addressed and how that has evolved over the last three years. Due to the nature of SGBV and the stigma attached to the vice, many cases go unreported due to fear and embarrassment. Some female students suffer in silence due to fear of failing examinations. Many student perpetrators may also have appeared before the University Disciplinary Committee, but the cases have not been dealt with appropriately. This data was compared with data from objective 1. The research also focused on the number of reported cases that have ended up at the disciplinary committees and documented key actions taken.

Objective 3: Identify policy gaps and other university frameworks on prevention and response on genderbased violence among the three partner universities This involved a review of policy documents, and procedures for preventing, reporting and addressing GBV. It links to objective 1 in analyses where there might be policy and procedural gaps. This is especially because whereas policies might be present, implementation may be hampered by various factors including resources, lack of political will, gaps in reporting, etc. It also included key informant interviews to get perspectives on how well these policies and procedures have been implemented. Perpetrators are usually given lenient penalties that cannot deter other would-be offenders.

Objective 4: Propose areas of revision in policies of the partner universities and recommend best practices on policy formulation from other universities This drew on key results to identify gaps in policy and practice and also drew on best practices from a review of literature on effective policies for preventing and addressing GBV in university campuses from around the world.

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3. Overall Research Design 3.1 Data collection and analysis

Data collection started with a selfadministered questionnaire to all 1200 students...

Data was analysed to understand frequencies, trends through descriptive analysis.

The research used a mixed methods approach, including surveys of young women and men enrolled in the selected universities. These three universities were selected based on their existing partnership with Akili Dada. The surveys were completed with key informant interviews with relevant university staff including Deans of Students, heads and members of university disciplinary committees, health facility workers, security department, guidance and counseling department, staff of gender departments, university counsellors. Document review of policies on GBV, records of reports of GBVs, case analysis and documentation of case studies also formed an important component of the research.

The surveys adopted a cross-sectional study design and proportionate stratified random sampling approach was used to select study participants. The study focused on three purposively selected universities: Maseno University, Pwani University and the University of Eldoret.

To calculate a valid sample size, we used a confidence interval calculated from average reported incidences of gender-based violence by WHO (2002) of 48% in South Africa, 28% in Tanzania and 21% in Kenya (Chawiyah-Obara, 2018). This average is 32.3%. Assuming a confidence level of 95% and an average student population of 30,000 the sample size required was 900 students. A sampling frame of all male and female students was used to select the sample of 900 students (300 from each university). The population was stratified by male or female, and by year of study. This was an adequate sample size to allow for comparisons across universities, across years and across other social and economic variables. Given the higher incidence of GBV among women, at least 70% of the sample were women.

Data collection started with a self-administered questionnaire to all 1200 students in the sample (a sample of 900 and an additional 300 to cater for non responses). The questionnaire was sent to all respondents via text and SMS and data were collected between October 1 and October 21. During this period, four rounds of messages were sent to remind students who had not responded to the survey.

Data were analysed to understand frequencies and trends through descriptive analysis.

Correlational analysis was used to analyse correlations between incidence of GBV and other characteristics. The primary data was complemented with the document review, case studies and key informant interviews.

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3.2 Components of the research The research was organized into three main components whose implementation run concurrently.

3.2.1 Student Survey The student survey was an online survey that took two forms depending on the availability of student contacts: (i) phone-based surveys by trained enumerators, and (ii) self-administered survey sent through email addresses or WhatsApp contacts. This component was implemented by the Africa Centre for Gender, Social Research and Impact Assessment. Table 1 shows the key areas of inquiry for the student survey.

Table 1: Key areas of inquiry for student survey Key area of inquiry

Example questions

Target

Socio-economic characteristics

Age, marital status, dating status, rural/urban, year of study, causes

Female /Male

Campus status and living arrangements

Year of study/enrollment, course enrolled in, living on/off campus, living with others /alone, cohabiting with

Female /Male

Knowledge of and attitudes towards gender-based violence

Knowledge of different forms of GBV

Male/Female

Perceptions of when it is justified /not justified to hit, harm Perceptions of causes of GBV Actions they would take if friends/colleagues known to them suffered GBV Actions they would take if friends /classmates they know perpetrated GBV Awareness of what do in event of GBV? Awareness of existing policies /procedures

Experience of gender of different forms of gender-based violence in last 12 months

Forms of GBV experienced in last 12 months

GBV in the last 12 months

Any behavior that fits different forms of GBV in last 12 months

Female/Male

Perpetrators (students, lecturers, other)—this is a set of sensitive questions and the framing will be important

Male

Reasons for behaviour Reporting and actions taken

Action taken

Female

If no action taken why?

If action taken, satisfaction with outcomes Satisfaction with university handling of GBV

Perceptions of actions taken by university to prevent GBV Perceptions of ease effectiveness of reporting and actions taken What works? Doesn’t work?

What areas for improvement

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Female /Male

Table 2: Key areas of inquiry for document review Trends on reporting and addressing of GBV

How many cases of GBV have been reported in the last 3 years, what have been the trends, disaggregation of the data of who is reporting using key variables such as year of study, male or female, main perpetrators, forms of GBV reported, who it is reported to, cases requiring medical attention, etc.

Out of the number reported, number taken up by administration, disciplinary action taken, length of time from reporting to disciplinary action, type of action taken

Review of procedures for prevention

What policies and procedures are in place to prevent GBV on campus What codes of conduct and how they are enforced How well these are being implemented Any trainings done to students on GBV, how often they are done, who is responsible, are they adequate

Review of procedures for reporting

What are the procedures and guidelines for reporting, how effective efficient is the reporting process, are students training on this, do staff have training on how to handle GBV, where is the responsibility within the university, are procedures confidential, are they known to students, are they documented?

Review of procedures for addressing GBV

What are the disciplinary measures in place to address GBV, What has been done before, how have they been applied, what are the roles for different units of the university (Dean, Counsellors, Health department, gender department?

How can these processes be more effective, efficient

Ana analysis by researcher of how these policies, procedures can be more efficient and effective, what other case studies Document anonymized case studies of successes or failures of these processes, review successful cases of policies and procedures from the three universities or from other universities including those outside Kenya that can provide recommendations for improvement.

3.2.2 Document Review The document review had two objectives: (i) document changes in numbers of reported incidents of GBV for the last 3 years, (ii) review policies and other measures put in place to prevent and to address GBV. This aspect of the study was carried out by an experienced and relevant faculty member at each university. Table 2 shows the key areas of inquiry for the document review.

Faculty researchers embedded in each of the universities developed Reference (TOR) detailing the documents to be reviewed and expounding on the questions above, and developed an outline for the report before commencing the research. The researcher was encouraged to document some success stories on prevention, reporting and addressing GBV.

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3.2.3 Key Informant Interviews Key informant interviews with relevant individuals were carried out to ascertain how they were applying policies and procedures, their knowledge of these policies and procedures, their perceptions of how effective or efficient they are, where the gaps are and how these can be improved (Table 3).

Table 3: Key areas of inquiry for key informant interviews Perceptions of GBV and trends

Perceptions of main causes of GBV, what are the prevalent forms, how have cases changed in the last few years, why?

Policies, procedures and their roles in enforcing

What are their roles in the prevention, reporting and addressing GBV? How have they performed these roles?

How effective, efficient have they been?

Examples of policy successes and shortcomings

What are some of the successful policies and procedures? How have they been successful?

What are the shortcomings?

Where are the gaps?

Views on potential changes in policies and procedures for preventing, reporting and addressing GBV

How can the gaps be addressed?

What role do they need to play to address the gaps?

Faculty researchers embedded in each of the universities developed TORs detailing the key informants to be interviewed and expounded on the questions above, and developed an outline for the report before commencing on the research. Some key informants included deans of students, university administration, university security, student leaders, university counselors, staff of gender departments, health officers.

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4. Results 4.1

Description of sites and respondents

4.1.1 Description of case study universities Pwani University, a public university founded in 2007, is located in the Kilifi County in Kenya, 60 km north of Mombasa. Prior to the award of a charter, the university was a constituent college of Kenyatta University. Officially recognized by the Commission for University Education of Kenya, Pwani University is a medium-sized (uniRank enrollment range: 8,000–8,999 students) co-educational institution. It offers courses and programs leading to officially recognized higher education degrees in several areas of study. The university has a student population of over 8,000.

Founded in 1990, Maseno University is a public university based in Maseno District in western Kenya. It has a student population of over 10,000 pursuing programs offered in the university campuses and it is currently ranked among the best universities in Kenya.

University of Eldoret is one of the 22 public universities in Kenya. It is situated in Eldoret town, Uasin Gishu County. It was founded in 1946 by the white settlers as a Large-Scale Farmers Training Centre. In 1984, it was converted to a teachers’ training college and renamed Moi Teachers’ Training College to offer diploma in science teachers training. Due to the double intake crisis, the College was taken over by Moi University as a Campus in 1990, renaming it Chepkoilel Campus. From 1990, the university made it a campus of Natural, Basic and Applied Science programs. In August 2010, former President Mwai Kibaki, through Legal Notice No. 125 of 13 August 2010, upgraded the campus into a university college with the name Chepkoilel University College, a constituent college of Moi University. Upon the award of Charter by the President on March 2013, the University College was renamed University of Eldoret.

4.1.2 Description of respondents Of the 501 questionnaires received, 495 students (98.8%) gave consent to be involved in the study; of these 394 had complete responses. A total 192 (42.95%) respondents were from Maseno University, 133 (29.75%) from Pwani University, and 122 (27.29%) from University of Eldoret. 447 students gave their gender: 297 (66.44%) were female and 146 were male; 4 did not mention their sex. While at university most (53.25%) live in a rental house, 23.04% live in campus hostel, 21.70% lived in a hostel outside campus, and 2.11% lives either at home with their parents or with relatives (Table 4).

Table 4: Student demographics

Location of home Rural

Urban

Peri-urban

Informal settlement

60.18%

20.81%

18.12%

0.89%

Married (legal, customary)

In a relationship (staying together)

In a relationship (not staying together)

2.91%

4.92%

22.37%

Year 1

Year 2

Year 3

Year 4

25.73%

20.36%

26.40%

26.62%

Marital status Single 68.23% Year of study*

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Of those who live on a campus or outside hostel, 29.75% (n=133) lived alone and 70.25% (n=314) lived with others. Of these 314 who lived with others, 39.82% with female friends, 22.37% with male friends, 5.59% with a partner, 3.36% with other, and 2.24% live with a spouse; 26.62% said the question was not applicable as they lived alone.

4.2

Knowledge and attitudes towards GBV

4.2.1 Student perceptions of GBV Participants (n=423) responded to the following statements by agreeing, disagreeing or had no opinion on the statements (Table 5).

Table 5: Students perceptions of GBV Agree

Disagree

No opinion

Weighted average

Proportion of respondents (%) Gender based violence is only physical or sexual

68.32

2.36

1.73

3.31

95.98

0.71

1.97

98.82

0.95

0.24

1.01

If a man has a girlfriend at the university, then she should cook, wash his clothes and take care of him

3.78

93.62

2.60

1.99

A woman should always have sex with the husband/ spouse/boyfriend when he asks for it

9.46

89.13

1.42

1.92

I would rather give in to a lecturer who asks for sex than fail a course

3.78

94.80

1.42

1.98

93.14

5.20

1.65

1.09

0.95

98.58

0.47

2.00

3.31

93.14

3.55

2.00

Violence between a wife and their husband, or boyfriend and girlfriend is their domestic affairs and not for public discussion

27.19

67.38

5.44

1.78

A woman has control over whether she is raped or not

36.41

55.08

8.51

1.72

When a woman is raped, what she was wearing or where she was when it happened is not of consequence

37.83

58.16

4.02

1.66

It is justified for a man to beat his wife/ girlfriend if she goes out without telling him Anyone can be a victim of gender-based violence

It is justified for a woman to refuse sex with the husband/boyfriend if she does not feel like it It is justified for a man to beat his wife/girlfriend if she refuses to have sex with him It is justified for a man to beat his wife/girlfriend if she goes out and comes home late

29.3

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While perceptions towards physical violence were progressive, of major concern was perceptions towards sexual-based violence. For example, approximatly 3% of respondents agreed with the statements; it is justified for a man to beat his wife/ girlfriend if she goes out without telling him; if a man has a girlfriend at the university, then she should cook, wash his clothes and take care of him; or that it is justified for a man to beat his wife/girlfriend if she goes out and comes home late. On the other hand, 27% of respondents believed that violence between a wife and their husband or between a boyfriend and a girlfriend is their domestic affair and should not be brought to the public. Another 36% believed a woman has control over whether she is raped or not. Over 60% of respondents felt that if a woman is raped, what she was wearing was of consequence.

Female students had more positive attitudes compared with male students across most of the attitudes measured (Figure 1).

Figure 1: Male and female students’ perceptions of GBV

When a woman is raped, what she was wearing or where she was when it happened is not of consequence A woman has control over whether she is raped or not Violence between a wife and their husband, or boyfriend and girlfriend is their domestic affairs and not for public…

It is justified for a man to beat his wife/girlfriend if she goes out and comes home late It is justified for a man to beat his wife/girlfriend if she refuses to have sex with him It is justified for a woman to refuse sex with the husband/boyfriend if she does not feel like it I would rather give in to a lecturer who asks for sex than fail a course A woman should always have sex with the husband/spouse/boyfriend when he asks for it If a man has a girlfriend at the university, then she should cook, wash his clothes and take care of him Anyone can be a victim of gender-based violence It is justified for a man to beat his wife/ girlfriend if she goes out without telling him

0

10

20

30

40

50

60

70

80

90

100

There were no major differences across universities for most of the perceptions. Key differences were found in two instances.

The proportion of students who agreed with the statement that a woman should always have sex with the husband/spouse/ boyfriend when he asks for it was almost double for students in Pwani University compared with the students in Maseno University and the University of Eldoret.

And while 33.6% of the students in Maseno and the University of Eldoret agreed with the statement that when a woman is raped, what she was wearing or where she was when it happened is not of consequence, students in Pwani University were more positive with 40% agreeing with the statement.

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4.2.2 Knowledge of gender-based violence General knowledge of different forms of GBV was high (Table 6). Over 90% of students identified different forms of physical sexual violence including forced sex and physical violence. Other forms were less identified as gender-based violence with for example about 80% of students identifying denial of freedom of movement, verbal abuse, leaking of nude pictures, denial of freedom of movement, as gender-based violence. Other forms of subtle GBV were less considered by the students. For example, stalking was considered as GBV by only 57% of the students, while requests by lecturers and university administration to meet with students outside of the school environment were considered as GBV by only 34.2% of the students.

Table 6: What students consider as GBV Yes

No

Weighted average

Sexual assault such as inappropriate or forced touching by others besides intimate partner

94.80

5.20

1.05

Forced sex by others besides an intimate partner

94.56

5.44

1.06

Being subjected to humiliating behaviour by others of the opposite sex, lecturers or other people in authority

93.85

6.15

1.06

Denial of marks or grades for sexual favours by lecturers or others in authority

93.14

6.86

1.07

Physical violence by intimate partner (spouse, boyfriends, girlfriends)

90.78

9.22

1.09

Forced sex with an intimate partner

90.31

9.69

1.10

Being subjected to humiliating behaviour by intimate partner

90.07

9.93

1.10

Cat calling or other forms of street harassment

86.05

13.95

1.14

Denial of freedom of movement /freedom of association (seeing friends or relatives) by intimate partner

83.92

16.08

1.16

Inappropriate or forced touching by intimate partner

83.69

16.31

1.16

Verbal abuse by intimate partner

82.98

17.02

1.17

Leaking of nude pictures online by spouse/boyfriend/ girlfriend

81.56

18.44

1.18

Unwanted repeated sexual attention

77.30

22.70

1.23

Stalking (physical or online) by people of the opposite sex

57.45

42.55

1.18

Requests to meet outside school time (e.g. for dinner) by lecturers or others in authority

34.28

65.72

1.66

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For many forms of GBV, a lower proportion of male students than female students considered them as gender-based violence (Figure 2). It is only in the case of forced sex by someone other than an intimate partner where more male students than female students indicated that they considered it GBV. Some differences were quite marked. For example, while 82.5% of female students considered stalking by people of the opposite sex as GBV, only 69.9% of male students considered this gender-based violence.

Figure 2: Gender differences in what students consider as GBV Requests to meet outside school time (e.g. for dinner) by…

Stalking (physical or online) by people of the opposite sex Unwanted repeated sexual attention Leaking of nude pictures online by spouse/boyfriend/…

Verbal abuse by intimate partner Inappropriate or forced touching by intimate partner Denial of freedom of movement /freedom of association…

Cat calling or other forms of street harassment Being subjected to humiliating behaviour by intimate…

Forced sex with an intimate partner Physical violence by intimate partner (spouse, boyfriends,…

Denial of marks or grades for sexual favours by lecturers…

Being subjected to humiliating behaviour by others of the…

Forced sex by others besides an intimate partner Sexual assault such as inappropriate or forced touching…

0 Male

10

20

30

40

50

60

70

80

90

100

Female

4.2.3 Perceptions of frequency and location of gender-based violence When asked how common they thought women in the university faced violence, 24.30% said it was not common, 47.04% felt it was common and 28.61% thought it was very common. On the other hand, 2.84% felt violence against men in their university does not happen at all, 68.79% said it was not common and slightly over 28% felt it was common or very common. Another interesting result was that students did not consider requests by lecturers to meet outside school time as a serious form of GBV. There were clear gender differences between male and female students on how common thought GBV was (Figure 3). Both groups however agreed GBV was less common for men than it was for women.

About 75% of female students indicted gender based violence was common or very common on women, while only 52.7% of male students through GBV towards women was common or very common. On the other hand, more male students (32.8%) than female students (23.2%) thought GBV against male students was common or very common.

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Figure 3: Gender differences of perceptions of how common GBV is

80 70 60 50 40 30 20 10 0 Gender based violence against women

Gender based violence against men

Female students

Male students

Slightly of 80% of all respondents said violence against women was more likely to occur outside the campus. When segregated, 75.1% of female students and 78.1% of male students indicated GBV was likely to occur outside the campus.

Indeed, given a large proportion of students live outside the campus, universities face the challenge of addressing GBV that occurs outside the university. For example, Pwani University records show that over 90% of the student population live outside campus accommodation facilities because the university can only accommodate 10% of its student population, this situation makes it challenging to identify and follow up GBV cases experienced outside the university. And while the GBV policy addresses the mechanism and strategies of identifying, preventing, reporting and monitoring GBV cases, it does not clearly demonstrate the approach to be used to report GBV incidents outside the university.

4.2.4 Student views on causes of gender-based violence Participants were asked to pick the top 3 causes of violence against women (Table 7). Drugs, men not respecting women, and alcohol abuse were the top three causes of GBV. However, a large number of students (39.5%) indicated indecent dressing by women was a cause of GBV. Table 7: Most commonly mentioned causes of GBV Cause of violence

Proportion (%)

Frequency (n=423)

Drugs

54.37

230

Men not respecting women

53.90

228

Alcohol abuse

46.34

196

Indecent dressing by women

39.48

167

General insecurity outside campus

33.10

140

Cohabiting

29.79

126

General insecurity on campus

15.13

64

Control

14.66

62

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Perceptions of male and female students on what causes GBV did not vary greatly (Figure 4). Interestingly, even female students felt that indecent dressing was a big cause of GBV: 32.3% indicated they thought this was a cause of GBV. This was much lower than the 47.9% of male students who though indecent dressing was a cause of GBV. Another key difference was the extent to which students thought cohabiting was a cause of GBV: 10% more female students than male students thought cohabiting was a cause of GBV. Figure 4; Gender differences in causes of GBV as mentioned by students 60 50 40 30 20 10 0 Drugs

Men not respecting women

Alcohol abuse

Indecent dressing by women

Female students

General insecurity outside campus

Cohabiting

General insecurity on campus

Control

Male students

Both male and female students considered other students in intimate relationships as the main perpetrators of GBV: 41.1% of female students and 45.9% of male students indicated these were the main perpetrators. This was closely followed by ‘other fellow students’ with 23.9% (Figure 5). Despite most students staying outside the campuses, only 8.4% of students thought outsiders were the main perpetrators of GBV while 11.2% considered lecturers and other staff as the main perpetrators.

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Figure 5: Student perceptions of main perpetrators of GBV 60 50 40 30 20 10 0 Drugs

Men not respecting women

Alcohol abuse

Indecent dressing by women

General insecurity outside campus

Female students

Cohabiting

General insecurity on campus

Control

Male students

Out of 423 respondents, 60.99% said they knew someone in the university who had experienced GBV. Disaggregated, 58.2% female students and 56.2% of male students knew someone who had experienced gender-based violence.

They gave their opinions on what victims of GBV should do in the following instances (Table 8).

Table 8: Student perceptions of what victims of GBV should do Report to university

Report to police

Do nothing

Proportion (%) reporting action, n=423 A person who has experienced GBV from fellow students

71.16

28.13

0.71

A person who has experienced GBV from a lecturer or university administrator

65.25

34.28

0.47

Students had great trust in the ability of universities to address GBV with almost 90% saying they thought the university can address GBV, especially on campus.

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Figure 5: Student perceptions on main perpetrators of GBV 50 45 40 35 30 25 20 15 10 5 0 Fellow students (in intimate relationships)

Fellow students (other) Female students

58.3%

,

The majority of those that experienced GBV from the student survey lived in rental houses - 21.5% lived on campus, 18.4% lived in hostels outside campus, 1.2% with friends and relatives and 0.6% at home with their parents.

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4.3

Lecturers/Other staff

Male students

Outsiders

Other

All students

Students’ experiences with GBV

On students’ own experience of GBV, out of 405 respondents who answered the question, 40.3% said yes they had experienced some form of GBV since they joined the university, 55.31% they had not and 4.44% were not sure. Comparing male and female students, 37.4% of female students had experienced GBV while 34.2% of male students had experienced some form of GBV. Disaggregating the 163 students in the sample who had experienced GBV, 68.1% were female while 30.7% were male. A small proportion did not indicate their sex. This trend is common even with the reported statistics.

For example, in Pwani University, out of 25 reported cases in the last two years, 23 were from female students and only two were from male students. In Maseno University, it was difficult to establish the extent of cases in the last three years due to multiple reporting avenues by the students. For example, the Institute for Gender Studies had recorded a total of 8 cases of GBV in the last three years including harassment by landlords requesting for sexual favors to allow continued stay, attempt by staff to solicit sexual favors from male and female students and sexual assault. At the University of Eldoret between 2017 and 2020, twenty cases were reported, six per year for the first three years and two in 2020. This is extremely low reporting given the proportion of students reporting to have experienced GBV. Of the 20 cases recorded, all the perpetrators were male while all the victims were female. The data regarding gender therefore suggest that most perpetrators are male while the victims are female.

Most of those who experienced GBV from the student survey lived in rental houses (58.3%), 21.5% lived on campus, 18.4% in hostels outside campus, 1.2% with friends and relatives, and 0.6% at home with their parents.

Looking at the year of study, 16.6% were in their first year of study, 17.2% in their second year of study, 33.1% in their third year and 32.5% in their fourth year. A small percentage (0.6%) were in their fifth year of study. Most students who experienced GBV lived with others (73%) and a smaller percentage (27%) lived alone. Records from the University of Eldoret show that the victims of GBV are distributed across the years and there does not seem to be a correlation between year of study and GBV although from the student survey, the largest percentage of students appears to be in their third and fourth years.

Of those who had experienced GBV, 73.0% had experienced psychological form (harassment, verbal abuse, restriction of movement), 19% mentioned physical assault (e.g. beating), 9.2% mentioned sexual, (e.g. rape) and about 2.5% had gone through economic violence (e.g. denial of money by intimate partner).

There were some differences between male and female students in the form of GBV they had experienced (Figure 6). A larger proportion of female students had experienced psychological and sexual gender-based violence while a large proportion of male students had experienced physical and economic gender-based violence.

Figure 6: Gender differences in types of GBV experienced by students

90 80 70 60 50 40 30 20 10 0 Pyschological

Physical Female Students

Sexual Male Students

Economic

All Students

Key informant, focus group discussions and analyses of reported cases show a growing trend in different forms of GBV besides sexual violence. For example, in Pwani University, the review of incidence reports showed that emotional and physical violence in the manifestation of assault was the most prevalent form of GBV reported by most victims in 2017, while in 2018 assault was the most prevalent followed by physical and emotional abuse (Figure 7). In 2019, assault cases were the most prevalent, followed by physical assault. Least reported were sexual violence and denial of emotional liberty.

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Figure 7: Forms of GBV reported in Pwani University 2017-2019

4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 2017

2018 Physical

Emotional/Liberty

2019 Assault

Rape

For cases reported at the University of Eldoret, the most common form of violence from records is that of physical assault occasionally leading to bodily harm (Figure 8). Eight of such cases were reported during the study period, constituting 27.9% of all cases. Verbal/written threats to harm or kill took up 24.24% of all reported cases while forced confinement took up 10.34% of the cases. This is followed by fighting/affray which took up 6.89% of the cases. The rest of the cases reported one incident each, translating to 3.44% of the cases. These include cyber bullying, stalking, rape, indecent assault and arson or destruction of property. In most of the cases, violence or abuse occurred within the content of a relationship, an attempts to create an intimate relationship, an active intimate relationship or a broken one. Only in one instance was violence meted out to an acquaintance.

Comparing across universities (Figure 9), Pwani University had a higher proportion of students (63.9%) than Maseno University (57.8%) and University of Eldoret (50.8%) that knew someone who had suffered GBV, those that had experienced GBV since they joined university (43.6% in Pwani, 33.3% in Maseno and 33.6% in University of Eldoret), and those that had experienced GBV in the last 12 months (21.1% in Pwani, 19.3% in Maseno and 19.7% in University of Eldoret).

These cases of GBV are much higher than those on record. For example, between 2017 and 2019, Pwani University recorded 25 cases of GBV reported mainly through the office of the Dean of Students, while the University of Eldoret reported 20 cases.

Out of the 163 students who experienced GBV, 138 students (84.7%) knew the perpetrators. Of those who knew perpetrators, 36.2% said the perpetrator was a fellow student. Figure 10 shows that 71% of the perpetrators of GBV were students in or outside of intimate partnerships/relationships. This is not different from students’ perceptions of who the main perpetrators are.

Key informant interviews in Maseno University showed that sexual assault occurs mainly during home invasions when thieves who are out to steal property also rape their victims, and in the hostels and dwellings outside of the campus. They indicted that in many instances assaults between students were compounded by alcohol or drug intake.

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Figure 8: Forms of GBV reported in University of Eldoret 2017-2020

Arson/Destruction Of Property Indecent Assault Rape Stalking Cyber/What’s App Bullying Fighting Forced Confinement/Abduction Abusive Text Messages/language Verbal/ Written Threats To Harm/Kill Physical Assault 0

5

10

15

20

25

30

Figure 9: Prevalence of GBV by university

70 60 50 40 30 20 10 0 Do you know anyone who has experienced GBV? Maseno University

Have you experienced GBV since you joined the university?

Pwani University

Have you experienced GB in the last 12 months

University of Eldoret

All

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Figure 10: Main perpetrators of GBV as reported by students

For the students who experienced GBV, the location of violence was outside the university for 58.3%, within the university grounds for 30%, and within university rooms and classes for 14.7%.

When asked what they did after the GBV incident, 45.4% (n=74) told a friend, 33.7% (n=55) did nothing about it, 11.7% (n=19) reported to the campus security, 5.5% (n=9) reported to police, and 3.1% (n=5) reported to the dean or other staff, and 0.2% (n=2) reported to the health centre (Figure 11). Most students ( 79.1%) who experienced GBV did nothing about it, or told a friend or a relative and therefore did not file any complaint.

Figure 11: Actions taken by students after experience of GBV 50 45 40 35 30 25 20 15 10 5 0 Did nothing

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Told friend/relative

Reported to dean/other staff

Reported to Police

Reported to health centre

Reported to campus security

When the students were asked why they do not report GBV incidences neither seek medical attention they responded that,

we face a number of obstacles which discourage to seek medical attention or seek legal actions against the perpetrators especially in a university setting where students have to abide by senate rules and regulations, reporting can easily damage career of the perpetrator or taint the image of the victim before faculty and peers which is accompanied by stigma and shame”

This lack of reporting is noted in key informant interviews and in literature. For example, Pwani University notes that students don’t often report due to the trauma of GBV, a fear of retaliation and a lack of faith in the ability of the university to act. Key informant interviews at the University of Eldoret suggest that many cases go unreported. Female students fail to report or withdraw cases to avoid retaliation, stigma and being blamed for “ruining” perpetrators lives, while male victims often do not report because of the fear of stigma associated with it. A study by Gatuguta et al. (2018) showed that only 10.0–23.5% of victims of GBV aged 20–23 years made attempts to report and seek medical attention.

Of those who reported, 42.6% (n=46) said action was taken while the others reported no action was taken. This is understandable given the large number of respondents who only reported to a friend or relative. Out of the 46 students who said some action was taken, 37 were satisfied with the action taken.

Victims of GBV who had not reported gave the following reasons: 48 said they did not think any action would be taken, 44 feared retaliation, while another 12 said they did not know how, and a similar number gave other reasons.

Key informants and focus group discussions by Pwani University showed the office of the Dean of Students appears to be the most preferred office by students to report GBV cases regardless of whether they live on campus or outside the university.

Students living outside the university mainly reported to the nearby police station or/ and to village leaders. This was however heavily dependent on the type of GBV with physical assault more likely to be reported than rape, due to fear of stigmatization.

When the students were asked why they do not report GBV incidents or seek medical attention they said that: “We face a number of obstacles which discourage to seek medical attention or seek legal actions against the perpetrators especially in a university setting where students have to abide by Senate rules and regulations. Reporting can easily damage career of the perpetrator or taint the image of the victim before faculty and peers, which is accompanied by stigma and shame”.

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4.4

Awareness of policies to prevent and address GBV

More than half of the students interviewed (54.9%) were aware of policies and regulations to prevent and address GBV in the universities. A proportion (57.9%) were aware of measures that their universities had put in place to address GBV. A lower percentage (43.1%) were aware of measures to support survivors of GBV, and only 49.6% knew the procedures for reporting GBV. Awareness of policies on GBV and measures to prevent GBV were lowest in Pwani University, while awareness of procedures for reporting GBV and support given to survivors of GBV was lowest at the University of Eldoret (Figure 12). Consistently, Maseno University had the highest levels of awareness. However, it is important to note that more than 40% of students across the three universities were not aware of any policies of procedures the universities had put in place to prevent or address GBV, nor of the procedures for reporting GBV.

Figure 12: Awareness by students of policies and regulations to address and report GBV

Do you know the procedure for reporting GBV?

Do you know what support university provides to survivors of GBV?

Are you aware of measures to prevent GBV?

Are you aware of policies/regulations on GBV?

0 Unievrsity of Eldoret

10

Pwani University

20

30

40

50

60

Maseno University

This low awareness is despite the presence of policies to address GBV in the three universities. Pwani University developed a GBV policy that broadly addresses the gender concerns linked to existing legal and regulatory frameworks including management of Human Resource, GBV prevention strategy, policy implementation, monitoring and evaluation of the policy adherence and performance. However, the university acknowledges that awareness of the policy and its contents remains low among students.

Of those that knew about the procedures for addressing gender based violence, 72.4% thought these procedures were clear and transparent. Despite this, only 42.7% thought that these procedures for reporting GBV protected the dignity and confidentiality of the survivors of GBV. While there was a large percentage of students who suffered GBV and reported it and felt that the action taken was adequate, 63.3% of students felt that the measures put in place by universities to deal with perpetrators of GBV were not adequate (Figure 13).

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Figure 13: Proportion of students who feel measures to address GBV are not adequate

100 90 80 70 60 50 40 30 20 10 0 Maseno University

Pwani University

University of Eldoret

Univerity

Female students

Male students

Sex of respondent

Pwani University acknowledges that the students’ disciplinary committees where cases reported to the university are taken require that the Dean of Students carries out a preliminary investigation and writes a report to the Registrar, Academic Division and Student Affairs, in order to summon the disciplinary committee. The timelines are not well defined and frequency of the committee meetings depends on the cases at hand. The key informants indicated that processing identified and/or reported cases to the point of getting verdicts is generally poor. Only 4% of the cases under review were concluded and a perpetrator punished. They also mention that in cases where the victim and perpetrator are students, sometimes the cases are settled through arbitration. For example, nearly 32% of the reported 25, cases took the arbitration or compensation way, 28% collapsed and only 4% had the perpetrator punished.

And while less than 50% of students had seen any awareness campaigns against GBV since they joined the university. Most (89.2%) felt that GBV on campus could be stopped.

AKILI DADA I 30

4.5

Adequacy of policies and regulations for addressing GBV

All three universities had policies for addressing GBV and the section following outlines some of the key strengths and some gaps in the policies.

4.5.1 Pwani University Pwani University has a policy, regulations and structures meant to support the implementation of gender-based activities, such as providing GBV training, sensitization programs, fostering public relations, providing GBV services, institutional capacity and advocating for implementation of existing gender-mainstreaming legislations and policies to effectively mitigate GBV occurrences.

The policy has a provision for a gender focal person who acts as the link between the staff and students in handling GBV incidents and provides policy insight and application to different forms of gender issues experienced in the institution. The review notes that there is an overlap between the gender focal person and various committees, and no clear criteria for the selection of the gender focal person.

The policy is not clear on the GBV reporting structure for employees and students and seems to conflict with the Gender committee’s responsibility of receiving complaints related to gender concerns in the university. This overlap on GBV reporting system can hinder engagement with the victims and privacy by having many sections of reporting in the university such as a reporting desk, health units, guidance and counselling, Dean of Students, police station, Pwani University security offices and the board which is not also specified. The GBV policy does not also provide a comprehensive overall gender policy framework and internal collaborative framework that would allow for a holistic implementation of activities to prevent GBV, and feedback mechanisms across all institutional units that interface with students and university employees.

Another key gap in the policy is a lack of monitoring and information management system, although this is clearly indicated in the policy but with no specific strategy on how this would be achieved. With forms of GBV evolving, the policy has no specific monitoring mechanism and tools that would capture this, especially given the fact that was developed 5 years ago.

In terms of implementation, the review noted what while the policy has important provisions, their implementation is not clear and some of the provisions introduce complexities in reporting and addressing GBV. For example, the policy does not give specific timelines for the Gender Committee to meet, there is no complaints box for victims of GBV, and there are no provisions for the protection of victims of GBV. The policy also defines roles for different actors but does not provide a mechanism for addressing them. One of the complexities that the policy has is the requirement to report incidences of GBV to the GBV Committee or to “appropriate university services staff” with no specification of a specific individual or office, which means the committee would need to be sitting for victims of GBV to report to them, or they themselves have to define what is meant by “appropriate” staff.

4.5.2 Maseno University The Maseno University Gender Policy (2018) sets out the roles and responsibilities of the university, staff and students with regard to prevention of and response to GBV. The general objective is to provide guidelines for the prevention and eradication of all forms of gender-based violence at Maseno University. The overarching purpose of the gender policy is to operationalize gender mainstreaming, thereby ensuring that both men and women not only have equitable access to the tools of development but that they are also able to use these tools to better the institution and their own lives. It ensures that both men and women study and work in an environment that protects the fundamental rights and freedoms of all. The policy designates Maseno University as a workplace that encompasses the physical campus spaces designated as learning and working spaces, as well as virtual spaces and includes off-campus activities such as field trips or sporting events.

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The Gender Mainstreaming Committee appointed by the University Vice Chancellor is mandated to oversee the implementation of the policy through collection of data to guide programming and planning; to sensitize staff and students on prevention of GBV and to review and advise on all university policies and procedures that may impact on gender equality and equity.

While the objectives of the policy are clear, guidelines for measuring the achievement of outputs and impact at the objectives level, or modalities for monitoring that activities have been carried out effectively and to appropriate quality standards are missing. The policy is also not aligned to policies for the sector, based on guidelines from the National Gender and Equality Commission. There is a weakness in coordination of prevention and response to GBV. Service providers work independently and some do not have the capacity to handle students who are victims of GBV. There is no systematic collection of a range of sex disaggregated data at fixed intervals to document changes, trends and incidence. Specific analysis is needed to enable collation of data that can be disseminated to relevant stakeholders to improve programming for prevention of and response to GBV.

In terms of prevention and reporting of GBV, the university has systematic GBV response mechanisms. Incidents are recorded and survivor-driven action is taken. Each student reporting a case of GBV in whatever form fills out an incidence form, if they wish to make a formal complaint. For those who make informal complaints, records are kept of the date, nature and circumstances of the incident.

Sensitization on GBV is carried out sporadically, mainly during orientation and gender observance days such as during the 16 days of activism. There is a lack of continuous sensitization due to financial constraints.

4.5.3 University of Eldoret The University of Eldoret does not have a specific policy that deals with GBV, rather GBV constitutes only components of different policies including: The Rules and Regulations Governing the Conduct and the Discipline of the Students of the University of Eldoret; Sexual harassment Policy; Gender Policy; Ethics and Code of Conduct Policy; and ISO 9001-2015 Quality Manual.

The most proactive policy at the University with regard to preventing gender-based violence is the sexual harassment policy.

While this policy document does not talk about GBV, its definition of sexual harassment falls within the study’s understanding or definition of gender-based violence. For example, in the policy, sexual harassment is seen as: “…unwelcome sexual advances, request for sexual favors, and other visual, verbal or physical conduct of a sexual nature…” Examples cited in the policy document as constituting sexual harassment include physical assault, “…direct or implied threats that submission to sexual advance will be a condition of, or that failure to submit to such advances will adversely affect employment, work nature, promotion grades”. It also includes sexual assault, rape and attempted rape, which fall within the purview of gender-based violence.

The document pronounces the University’s position of prohibiting sexual harassment among staff and between staff and students.

Each of these policies provide a procedure of reporting to which office/officers and action to be taken. However, the review on the policies reveal that with regard to the sexual harassment policy, certain aspects of it have not been implemented. For example, the policy states in Article 6 (a): “within three months of adoption of this policy, the Sexual Harassment Office will be established and personnel hired”.

The sensitization programme envisioned by the University through its sexual harassment policy has not taken off, due largely to failure to establish the sexual harassment office. Consequently, while excellent provisions have been made through policy for preventing sexual offences, sensitization been undermined by failure to implement the policy. The code of conduct and Ethics Policy as well as the Rules & Regulations Governing the Conduct and Discipline of the Student do not have clear articles dealing with prevention of sexual offences. And while the University hires personnel who are trained and qualified in all aspects of counselling, specific training on GBV for all officers who often handle these cases is not given.

AKILI DADA I 32

Mechanisms for reporting sexual and other offenses are clear and the disciplinary action to be take is also clear. For example, all students who commit cyber-crime, assault, cause bodily harm, arson, rape or attempted rape, kidnapping, abduction and detentions, sexual assaults, harassment and defilement are expelled from the University and handed over to the police for the penal code to apply.

Policies and their implementation could be improved through full implementation of the Sexual Harassment Policy by establishing the sexual Harassment Officer; training staff who by virtue of their positions handle these cases on all matters relating to GBV; ensuring GBV cases are handled by a special office or a unit manned by specially trained officers; and all policies relating to GBV should be revised, to capture the above elements.

4.6

Recommendations for improving prevention of GBV

Participants were asked to what extent they thought the following measures are useful to combat GBV at the university (Table 9). It is important to note that some of these have been recommended in the policy review. Some of the recommended actions however touch on issues such as sensitisation and handling of victims and perpetrators without going into the underlying causes of GBV that are rooted in norms, power dynamics, the entitlement of men to women’s bodies, and the subjugation of women.

Table 9: Student recommendations for improving the prevention of GBV No opinion

Not useful at all

Somewhat useful

Very useful

Proportion (%), n= 394 Campaign to raise awareness on GBV

0.76

0.00

9.64

89.59

Stiffer penalties for perpetrators

1.02

1.02

11.68

86.29

Tougher policies and regulations on GBV

0.76

1.52

15.99

81.73

Training students on respect for women

1.52

1.52

19.54

77.41

Enforcing current policies and regulations on GBV

1.78

0.76

20.56

76.90

Training campus security on gender-based violence

0.25

2.03

22.08

75.63

Declaring universities, a NO GBV zone

2.79

8.63

16.75

71.83

Conduct GBV Policy induction, every semester

1.52

0.76

26.14

71.57

Provide a toll-free university number for reporting

6.09

3.30

32.49

58.12

Other (specify)

55.84

0.76

9.90

33.50

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The Department for Gender was selected as the most preferred channel to report GBV cases, followed by a Counsellor’s office and a secure toll number (Table 10). This is in line with some of the recommendations of the policy review including the handling of GBV cases by personnel who have been trained and have a good understanding of the gender issues.

When asked where they would report if they were a victim of GBV, respondents said they would report in the order in Table 10.

Table 10: Main ways in which students would like to report GBV when it occurs Office

Frequency (%)

Dept. for Gender

137 (34.77)

Counsellor’s office

71 (18.02)

Secure toll-free number

67 (17.01)

Police station

44 (11.17)

Campus security

26 (6.60)

Dean’s office

19 (4.82)

Campus health centre

10 (2.54)

Student council

10 (2.54)

Just tell a friend

9 (2.28)

Other

1 (0.25)

Do nothing

0 (0.00)

AKILI DADA I 34

5. Key gaps in preventing and addressing GBV Inadequate policies: From the review, it is clear that while universities have policies on GBV, the policies are inadequate for addressing GBV and there are implementation challenges. For example, none of the policies has a robust monitoring and evaluation system to track management of GBV. And while these policies stipulate roles and responsibilities for different actors, they have not invested in the capacity of these actors to carry out these roles. Resources for the full implementation of the policies including for hiring gender focal persons, or gender committees, for sensitization are rarely allocated. In some instances, GBV is found in various policies and while this may be advantageous in ensuring it is part of university-wide processes, there is also a risk of ignoring the specific nature of GBV compared with other general crimes.

Limited awareness of policies, procedures and regulations: From the results, more than half of the students interviewed were not aware of the policies and regulations regarding GBV, students were not aware of reporting mechanisms or where ultimate responsibility for GBV lies. While it is important to have sensitization on GBV, it is equally important to create awareness of the policies, regulations and procedures that the universities have in place for preventing and addressing GBV.

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Non-recognition /Non-reporting of different forms of GBV: One of the recurrent themes in the study, including in the key informant interviews, is the evolving nature of GBV. New forms of GBV including cyber stalking are become more common and these need to be addressed in policies and regulations. It is also clear that reporting is mainly common for GBV forms such as physical harm such as rape, and other forms of sexual and physical assault. Other forms of GB such as psychological and economic GBV are much harder to recognize and report and mechanisms are needed for addressing these forms of GBV. These would for example include strengthening university counselling officers through equipping them with staff or training staff in identifying and handling these forms of GBV. Lack of streamlined reporting mechanisms: The student survey shows that most students believe that the reporting mechanisms do no respect the dignity and confidentiality of those that report GBV incidents. Most students also are afraid of the stigma associated with GBV and the potential backlash. Reporting mechanisms that do not address the dignity and confidentially of the victims often work in favour of perpetrators, and need to be addressed. Policies and regulations should be clear on specific offices/officers, reporting mechanisms, and options for confidentiality for victims of GBV to enhance reporting. For students living outside the university and

experiencing GBV, options for linking external and university internal reporting are critical to ensure the students get support from the university though counselling, follow-up of cases, etc.

Prevention vs management: All three universities reported challenges with sensitizing the university communities on GBV: sensitization activities are sporadic, uncoordinated and lacking resources. Effective sensitization would be more successful in reducing cases of GBV but also in ensuring adequate knowledge of what constitutes GBV, changing perceptions and attitudes, and knowing what actions to take in the event of occurrence of GBV. These sensitization forums need to take on board all key actors including students’ unions and departments of gender where there is more gender expertise in order to address issues of attitudes, underlying causes, stigma, etc. Each university should have resources and a systematic and progressing sensitization and training program for students and staff.

Addressing the underlying causes of gender-based violence: Often, sensitization programs are shallow and reactive and address only the surface issues around GBV, and not the underlying causes of GBV. Training and small group sessions are needed that address key attitudes between male and female students, address power dynamics and discuss openly toxic masculinities and how to redefine new 21st century masculinities to change the growing trend of GBV.

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6. Conclusions Students should be taught that no form of GBV is acceptable at any time in their lives whether as students or in their personal relationships in college or after.

Perceptions about GBV are varied and while perceptions towards physical violence were positive, of major concern were perceptions towards sexual-based gender violence especially with students indicating such causes of GBV as women’s dressing. And while there were differences in perceptions between male and female students, there were no major differences across universities for most of the perceptions.

General knowledge of the different forms of GBV was high, with most students identifying different forms of physical sexual violence, physical violence and denial of freedom of movement, verbal abuse, leaking of nude pictures, and denial of freedom of movement as GBV. Others subtle forms of GBV such as stalking either physically or online were considered as GBV by very few students.

Both male and female students however agreed GBV was more common for women than for men, and that most perpetrators were men. This was confirmed by recorded cases by universities in the last three years. Of those that experienced GBV, most were female, lived outside campus in rental houses, and lived with others. Most of the perpetrators were intimate partners and fellow students.

More than a third of male and female students had experienced GBV, and most did not report the incidents formally, only telling a friend or a relative, or doing nothing. Major reasons for not reporting were fear of stigma, fear of backlash and retaliation, and a belief that even if they reported, nothing much would be done. A large number of students did agree that the reporting mechanisms for GBV were clear although the policy review identified some gaps in reporting especially in universities where there was no designated office, and where university security were not trained on GBV. More than half the students were aware of policies and regulations to prevent and address GBV in the universities and were also aware of measures that their universities had put in place to address GBV. However, fewer students were aware of measures to support survivors of GBV or for reporting GBV. Students had a preference for reporting GBV incidents with Gender Departments rather than with the campus security or health personnel. This could be related to their belief that staff of gender departments have been trained on gender issues and are therefore more knowledgeable on how to handle issues of GBV. The study recommends using these results and the review of policies to relook at policies and procedures, and to develop action plans including addressing the underlying cases of GBV; making sensitization workshops more holistic, deeper and systematic; training and resourcing gender departments and other university services that deal with GBV; and developing indicators and monitoring systems for tracking implementation of policies and successes, or the lack thereof in addressing GBV. Culprits of GBV should be appropriately disciplined and students’ fears assuaged that similar incidents will not happen and that perpetrators will not get away with GBV lightly. Students should also be taught that no form of GBV is acceptable at any time in their lives whether as students or in their personal relationships in college or after. It is surprising that respondents do not see the need to visit the health centre considering sexual violence could result in important disease transmission and psychological, social and medical complications and this needs to be included in sensitization activities.

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7. Key recommendations •

Enhance GBV actors’ collaboration in advocacy, awareness creation and empowerment of students and staff to enhance incident response through GBV seminars, research and reinforcing gender issues during development and review of university departments curriculum.

•

Allocate adequate resources for programs targeting the elimination of GBV and discrimination, for example through advocacy and awareness-raising, campaigns, and infrastructure such as constructing and allocating on-campus housing units for faculty and students with families, breastfeeding mothers and persons living with disabilities in all gender work.

•

Review GBV policies to address identified gaps such as victim protection, reporting structure and other inconsistencies. This process would also enable inclusion of other emerging GBV trends in training institutions.

•

Equip the health unit professionals as well as external hostel caretakers and village elders with appropriate GBV-handling skills and use of medical apparatus’, products and technologies for prompt response to GBVs victim’s medical attention/ well-being in order to minimize trauma.

•

Regularize meetings with timelines to review the GBV incident experienced for action and providing structured feedback to the victim’s perpetrators and other responsible entities for case processing.

•

To improve on the GBV case reporting, execute a gender monitoring and evaluation system; develop GBV reporting, monitoring and tracking tools; install complaint boxes; incorporate regularized desk reviews to track actions taken, type of action taken, length of time taken from reporting to action and recommendations for all the GBV cases reported to enhance gender equity, equality and counter gender discrimination

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8. References 1. Benjamin, J.A. & Murchison, L. (2004). Gender-based violence: Care & protection of children in emergencies. Field Guide. London: Save the Children.

2. Campbell, J, Jones, A, Dienemann, J. (2002) Intimate partner violence and physical health consequences. Archives of Internal Medicine 162(10): 1157–1163.

3. Chawiyah-Obara,R 2018 Effectiveness of institutional frameworks in addressing gender based violence in selected Kenyan public universities . A thesis submitted to the school of postgraduate studies in partial fulfillment of the requirements of the degree of doctor of philosophy of the faculty of arts and social sciences, department of gender and development studies, Kisii University Inter-Agency Standing Committee (IASC) 2015 Guidelines for Integrating GBV Intervention in Humanitarian Actions 4. Mash, E.J., Terdal, L.G. (1997). Assessment of childhood disorders (3rd ed.). New York, NY, US: Guilford Press. pp.

569-623.

5. Phipps, A and Isabel Young, I (2013) Neoliberalisation and ‘Lad Cultures’ in Higher Education. Sociology, Volume: 49 issue: 2, page(s): 305-322 https://doi.org/10.1177/0038038514542120 6. Sundaram, V., & Jackson, C. (2015). Is lad culture a problem in higher education? Exploring the perspectives of staff working in UK universities. Society for Research into Higher Education. https://www.srhe.ac.uk/downloads/JacksonSundaramLadCulture.pdf

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Prevalence Of Gender-Based Violence In Selected Public Universities In Kenya OCTOBER 31, 2020 Report prepared for Akili Dada by The Africa Centre For Gender, Social Research And Impact Assessment Akili Dada 3rd Floor Saachi Plaza, Block B, Argwings Kodhek Rd, PO Box 27847-00100 Nairobi Phone: +254 721 552120 www.akilidada.org

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